Many deaf students encounter great difficulty in learning to read. Typically, research has cited deaf students' difficulties to use phonological processing as the source of their reading deficit. However, recent studies have shown that morphological processing also plays an important part in reading. Since morphological units are visually accessible and transmissible through sign language, it is important to understand the role of morphological processing specifically for deaf students as a possible resource for reducing their delay in reading development. In the present study, graphomorphological processing was assessed with a plausibility judgment task, where participants had to determine which of two pseudo-words ("prépareur" or "papiereur") most resembled a real word in written French, and a decomposition task requiring participants to extract the base forms of morphologically complex words. Deaf participants (n = 21) aged nine to twelve were matched to twenty-four hearing participants of the same chronological age (CA) and twenty-two younger hearing participants of the same reading age (RA). Results indicate that deaf and RA participants performed similarly on both tasks, but were outperformed by the CA group. The decomposition task was less successful at demonstrating morphological knowledge than the plausibility judgment task and performance on morphological tasks was significantly correlated with reading comprehension scores. These results contribute to the literature on the role of morphological knowledge in deaf children's reading development by showing that deaf apprentice readers have a certain intuition about word formation rules that could help their recognition of words and enhance their reading comprehension skills.