Vocabulary is a consistent predictor of reading achievement for deaf and hard-of-hearing (DHH) children. DHH children tend to have a smaller vocabulary knowledge base than their hearing peers and require direct instruction in this area. There are no evidence-based vocabulary instruction strategies for this population. One reason for the lack of an evidence-base is the lack of replication studies. Interactive storybook reading (ISR), storybook reading enhanced through scripted questions and feedback, may be an effective method for teaching vocabulary to DHH children. Up till now, researchers have not conducted replication studies. This study replicates and extends a previous ISR intervention study. We implemented a multiprobe across behaviors single-case experimental design (SCED) and found a functional relation between ISR and expressive picture vocabulary knowledge for all participants. This finding provides additional evidence to support ISR as an effective vocabulary instruction strategy for young DHH children.