The aim of this study was to explore the ability of children who are profoundly deaf to reach high levels of reading proficiency on an inferential reading task. In an experimental narrative reading task, four children with prelingual hearing loss who used cued speech (MOC group) were compared with 58 students with typical hearing: 30 peers at the same chronologic age and 28 students at the same reading level. The MOC group performed similarly to the reading level group. Cued speech, used jointly with a cochlear implant, seems to provide students who are deaf or hard of hearing with an additional support that helps them achieve high performance levels in reading comprehension.