This study examined the development process of graphic symbol-based animations for enhancing literacy skills of deaf or hard of hearing students (D/HH). Participants of the study consisted of two teachers and seven students studying in the third and fourth grade in a primary school for hard of hearing. As a result of the studies conducted throughout the fall and spring semesters, animation environments based on graphic symbols were developed. Within the framework of the design-based research methodology, development studies were followed by revisions. Revision studies were conducted in line with the data obtained from the interviews and observation notes that continued throughout the practices. A content analysis was utilized to examine the data obtained through interview and observation. It has been determined that; in the animations each sentence should be presented clearly and it may be paused if necessary, minor details and the dormant objects in the background should be removed, animations of actions should be standardized, and fonts in animations should match the writing style used by the students in the animations. As a result of the study, a design guide for graphic symbols-based animations for D/HH were developed for the researchers in line with the acquired results.