Some older deaf students encounter challenges with print literacy, which can result from experiencing language deprivation and communication neglect. This article describes the authors' evidence-based framework that provides tailored language support--Strategic and Interactive Writing Instruction (SIWI)--and how it can counter language deprivation through a careful design of the environment to make it fully accessible. They share the results of their study where two deaf students who had faced language deprivation since their early years were immersed in SIWI and how both students showed growth within a year by using specialized receptive and expressive language strategies through frequent and meaningful interactions. Steps are provided for teachers to apply these strategies during instruction which can result in language skills ultimately being linked to print literacy skills.