Difficulties in pronouncing isolated sounds, their automation in everyday speech and communication as well as the resulting scarcity of the lexicon characterize the speech and language of deaf and hard of hearing children. The stance that the aforementioned problems are overcome through written expression is outdated as it develops very slowly and with a great deal of effort - it is abstract. The sign language is a language of its own It has its own linguistic rules, lexis, semantics, syntax and grammar. It is the first language the deaf use to speak and, by learning it, children gain their first knowledge and communicative experience. The aim of this study was to examine the level of familiarity with the names of objects and defining their purpose within written, oral and sign expression, depending on the age, the level of hearing impairment, the mark in the Serbian language and the sex of students. The study was carried out on the sample of 83 third grade to eighth grade students who attend schools for deaf and hard of hearing children in Serbia. The instrument which we applied was the Linguistic Assessment of Certain Components of Dysphasic Syntax (D Blagojević) - the segment Naming objects and what they are used for. The obtained results indicate that the success in naming objects and defining their purpose increases with age (with some exceptions), the mark in the Serbian language significantly influences successful performance, while the effect of the level of hearing impairment and the sex has not been observed The study also presents specific mistakes and characteristic replies in naming each individual object.Teškoće pri izgovoru izolovanih glasova, njihova automatizacija u svakodnevnom govoru i komunikaciji, kao i oskudnost leksikona koja iz toga proizilazi, karakterišu govor i jezik gluve i nagluve dece. Mišljenje da se pisanim izrazom navedeni problemi prevazilaze je prevaziđeno, jer se on razvija izuzetno sporo i teško, apstraktan je. Znakovni jezik je jezik za sebe. Ima svoja lingvistička pravila, leksiku, semantiku, sintaksu i gramatiku. Prvi je govor gluvih i njegovim savladavanjem deca stiču prva saznanja i komunikativna iskustva. Cilj istraživanja bio je ispitati stepen poznavanja naziva predmeta i određivanje čemu oni služe u okviru pisanog, govornog i znakovnog izraza u zavisnosti od uzrasta, stepena oštećenja sluha, ocene iz srpskog jezika i pola učenika. Istraživanje je obavljeno na uzorku od 83 učenika uzrasta od trećeg do osmog razreda koji pohađaju škole za gluvu i nagluvu decu u Srbiji. Instrument koji smo koristili je Jezičko ocenjivanje pojedinih komponenata disfazične sintakse (D. Blagojević) - segment Imenovanje predmeta i čemu služe. Dobijeni rezultati ukazuju na to da sa uzrastom raste uspešnost pri imenovanju predmeta i određivanju čemu služe (sa pojedinim odstupanjima), ocena iz srpskog jezika značajno utiče na uspešnost, dok uticaj stepena oštećenja sluha i pola nije uočen. U radu su date i specifične greške i karakteristični odgovori pri imenovanju svakog pojedinačnog predmeta
