This action research study investigated the impacts of teaching strategies based on the balanced literacy approach on story grammar acquisition of three Turkish students with hearing loss. Data were collected from students' work, archival information, interviews and observations during lessons which were audio- and video-recorded. The pre- and post-test results and student portfolios were analysed quantitatively and qualitatively. Results indicated that, although the students seemed to need further intervention, they all progressed in their acquisition of story grammar. (Contains 5 tables and 6 figures.)