Children who are deaf and hard of hearing (DHH) and learning to listen and speak begin developing spoken language skills later than their peers with typical hearing (TH). Consequently, it is well-documented that those children who are DHH lag their TH peers in spoken vocabulary development during their earliest years and on average, those lags continue into elementary school (Lund et al., 2022; Nittrouer & Lowenstein, 2024; Walker et al., 2019). With consistent use of amplification and early intervention, there are many children who are DHH who do develop overall spoken vocabulary that falls in the "range of normal" on norm-referenced, single-word tests of vocabulary (Busch et al., 2022; Cupples et al., 2018). However, there is evidence that even higher-performing DHH children may develop different types of word knowledge than children with typical hearing and those differences are not always captured by single-word measures (Lund & Werfel, 2025; Nott et al., 2009; Trevino et al., 2025). Types of word knowledge can influence the development of other complex language skills and later academic success (e.g., Schuth et al., 2017). Thus, there is a need to consider not only how many words children who are DHH know, but also which words those children are learning. The purpose of this work is to examine two types of word knowledge--concept knowledge and organizational knowledge--that may develop differently for children who are DHH and learning spoken language, and to consider how that word knowledge affects later development.