Fifty severely to profoundly deaf students (grades 4-8) were given a forced-choice picture selection test to investigate the effects of context on comprehension of difficult sentences. For one-half of the items, students matched pictures to isolated active, passive, or relative-clause sentences; for the other half, students performed the same task given similar sentences embedded in a context-providing paragraph. Analysis showed a significant facilitative effect of context for relative-clause sentences across reading levels. Findings support the theory that, like hearing children, deaf children can and do use contextual information to disambiguate difficult sentence structures. (Author/CL)