This study investigated the relationship between language and literacy skills in pediatric cochlear implant users. The predication was that the relatively robust language skills found in cochlear implant users would facilitate the development of literacy skills such that these skills would approximate those of children with normal hearing. Two groups were studied: 16 pediatric cochlear implant users and an age-matched group of normal-hearing children. Evaluation measures included a written language sample that was analyzed with regard to productivity, complexity, and grammaticality. In addition, standardized measures of language were collected, via the Clinical Evaluation of Language Fundamentals Test-III (CELF-3: Semel, Wiig, & Secord, 1995) and reading using the Woodcock Reading Mastery Tests Revised Form (WRMT; Woodcock, 1987). Results of this study supported the hypothesis, in that the language and literacy skills of the cochlear implant users compared favorably with the hearing children.