Children who are deaf and hard of hearing (DHH) often struggle with spelling, which can have a negative effect on their written expression. Recent research has shown that linguistic analyses of spelling errors can be used to identify areas of need and guide remediation for spelling success. However, this research has not been conducted with children who are DHH. This study evaluated the spelling errors of children who are DHH using two measures: the Spelling Sensitivity Score (SSS) and a multi-linguistic coding system (MLC). The coding systems did not provide equivalent results in that the MLC system provided a more sensitive analysis to the spelling errors the children produced. The analyses showed that children who are DHH are most likely to make errors that demonstrate phonological, semantic, or morphological knowledge deficits.