Children’s literature in the classroom helps create fertile ground for discussions about stories (Mercer, 2002; Pontecorvo & Sterponi, 2002). The use of literature in a pedagogical context would help promote the expression of the causal relationships implied in the stories (Blanc, 2009; van Kleeck, 2008) and the development of morphosyntax (Veneziano, 2002, 2005). For the purposes of this article, initial and final measures were taken with four first-cycle elementary school students who are deaf but can express themselves verbally. To promote their entry into writing, interactive reading interventions were used to help structure the story and produce morphosyntaxic extensions. The data was analysed from the angle of morphosyntax (Dudley et Delage, 1980) and structuring the story from memory. (Makdissi et Boisclair, 2008). Between the initial and final data, the results show two essential complexifications related to the emergence of literacy.