“…[42,43] It is thus not surprising that writing interventions addressed to improve strategy development and self-regulation in writing have been proven to be particularly effective with children with learning disabilities, [43,45,68,69] as well as with children showing other kinds of developmental disorders. [70,71] It is therefore strange that instructional programmes addressing the development of writing strategies and self-regulatory skills in writing have been only rarely tested with children who are deaf [35] and, to the best of our knowledge, have been never tested with children with CIs.…”