Recently, with epoch-marking complement of hearing ability through cochlea implantation, hearing has been improved and language education has been activeJy provided in children with hearing impairment. Researchers introduced story grammar, story composition, recall rate, syntactic complexity, and story cohesive marker from chiJdren's produced or recalled stories as the assessment index through a story of a relatively simpJe material. Based on this, tlús study examined naπative production ability in 6 chiJdren with hearing impairment. To investigate the narrative production ability of children with hearing impairment, 6 chiJdren with hearing impairment were selected as the study subject. The narrative production ability was divided into story composition, syntactic description, and semantic description ability and the story composition ability was subdivided into the number of story grammar, the number of perfect episode, grammar error score, and cohesive marker. Finally the syntactic description abiJity was examined using the number of C-unit