This study investigated the ability of six first graders with moderate to severe hearing impairment to recall a story using four reading presentation conditions: (1) group reading with interaction, (2) group reading without interaction, (3) individual reading with interaction, and (4) individual reading without interaction. Four books (one book for each condition) were simultaneously signed in American Sign Language and read aloud to the children. The children waited approximately 20 minutes after the stories were read and then retold them to the classroom teacher. Analysis of the videotaped retellings revealed that the group interactive reading presentation seemed to be more effective in facilitating children's recall of the story compared to the other three conditions. The group interactive condition was consistently more effective in each of the three categories assessed (number of spoken and/or signed utterances used in retelling, number of events recalled, and inclusion of primary story elements). Results are discussed in light of other research suggesting that reading to small groups of children is more effective than reading to either individual children or larger groups. (Contains 13 references.) (Author/DB)