According to recent studies, individuals with hearing loss seem to benefit from certain models or strategies, such as text related questions, designed according to the balanced literacy approach. Questions about story grammar that are asked after reading help readers organize and summarize the text. Therefore, it has been found worth to explore the impacts of text related questions following reading on story grammar acquisition of three Turkish youths with hearing loss attending a Vocational College in Turkey. The data of this action research effort have been compiled based on the cyclical actions through compiling a research journal, students' products, archival information, interviews, and videotaped data. The pre-and-post test results, the student portfolios and the actual post questioning activity derived from the videotaped data were analyzed quantitatively and qualitatively. The results indicated that verbal and nonverbal strategies the teacher applied and the unique contributions of each student during the post reading activity enhanced each student's story comprehension. However, in order for the students to acquire story grammar , they still needed more and various experiences.