This study quantitatively analyzed the structure of Reading Recovery lessons for children with hearing loss by examining and comparing the supportive interactions of three Reading Recovery teachers of 12 children with hearing loss and three Reading Recovery teachers of 12 hearing children. All of the children were in the second year of primary school and were having difficulties with literacy learning. Codes were developed to represent the teacher interactions, categories of teaching focus, and teaching events that occur during Reading Recovery lessons. For each child, videotaped lessons from the third, middle and final weeks of Reading Recovery were coded, and the resulting data (types and numbers of teacher interactions, number of instances, and time spent on four categories of teaching focus and numbers of each type of teaching event) were analyzed and compared. Reading Recovery was shown to be a successful literacy intervention for the children with hearing loss in this study. Although the teachers of the children with hearing loss used teaching procedures similar to those used with the hearing children, they also used different communication behaviors and additional supportive techniques. Like the teachers of the hearing children, the teachers of the children with hearing loss successfully taught the children how to use strategic activities necessary for message construction. The teachers of the deaf also supported the children through brief instructional detours focusing on world knowledge and language throughout the time spent reading and writing. The nature of these teaching interactions has implications not only for Reading Recovery, but also for the literacy teaching of all children with hearing loss in the early years of schooling. (Contains 11 tables and 1 figure.)