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Considerable research has been conducted to examine the role of spellings to support oral vocabulary learning in children with typical (eg Rosenthal & Ehri, 2008, Ricketts et al., 2009, 2021) and atypical development (eg, Baron et al., 2018, Ricketts et al., 2015). Evidence from these studies suggests that primary school children learn and remember the pronunciations of new spoken words better when taught in the presence of spellings. Some studies (eg, Ricketts et al 2021) have also found a benefit for acquisition of meanings when taught with spellings, although literature reports mixed findings in this regard. Overall, this effect, known as orthographic facilitation, is a promising strategy for vocabulary instruction that can easily be implemented in classrooms. Specifically, Salins et al (2021) demonstrated primary school children with hearing loss, who are known to struggle with vocabulary acquisition, benefitted significantly from orthography to learn new object names. However, all studies of orthographic facilitation have used low frequency nouns or novel words paired with object pictures to assess the orthographic facilitation effect, limiting generalisability to other word types. It is very important to address this gap in literature to support learning of other word types (eg, adjectives) and support effective implementation of this strategy in classrooms. The primary aim of current study is to examine orthographic support for adjective learning in primary school children with and without hearing loss. Further, given the mixed findings in literature regarding orthographic facilitation for semantic learning (see Colenbrander et al., 2019), we aim to assess …