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The study addresses whether reading interventions that systematically include fingerspelling are more effective than interventions without it. Using an adapted alternating-treatment single-case design, the authors compare productive fingerspelling, chaining with receptive fingerspelling, and a sign-to-print condition across participants. Results show most learners mastered taught words with little condition differentiation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fingerspelling-and-print-understanding-the-word-reading-of-deaf-children/590857/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fingerspelling-and-print-understanding-the-word-reading-of-deaf-children/590857.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address about fingerspelling?","Question",{"text":112,"@type":113},"The study asks whether reading interventions that systematically include fingerspelling improve literacy skills more than interventions that do not.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the reading conditions compared in the study?",{"text":117,"@type":113},"The authors used an adapted alternating-treatment single-case study contrasting productive fingerspelling, chaining written words with receptive fingerspelling, and a sign-to-print condition without fingerspelling.",{"name":119,"@type":110,"acceptedAnswer":120},"What did participants’ word learning suggest about the role of fingerspelling?",{"text":121,"@type":113},"Five of six participants learned most taught words with no differentiation by condition, and participants could recognize and fingerspell taught words even when not taught via fingerspelling.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590857,1792172295,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Scott, J. A., Hansen, S. G., & Lederberg, A. R. (2019). Fingerspelling and print: Understanding the word reading of deaf children. American Annals of the Deaf, 164(4), 429–449 .  \nFingerspelling and Print: Understanding the Word Reading of Deaf Children  \nJessica A. Scott, Sarah G. Hansen, and Amy R. Lederberg  \nFingerspelling and its relationship with literacy skills among deaf and hard of hearing children who use American Sign Language is an increasingly popular research topic. However, there is limited research on whether reading interventions that systematically include fingerspelling are more effective for improving literacy skills than reading interventions that do not. In an adapted alternating-treatment single-case study, the authors contrasted the number of words learned under three conditions: a productive fingerspelling condition, in which word reading was taught through activities that emphasized productive fingerspelling; a chaining condition, in which teachers chained written words with receptive fingerspelling; and a sign-to-print condition, in which fingerspelling was not used. Five of the 6 participants learned most of the words taught with no differentiation by condition. Participants could recognize and fingerspell taught words, even if those words were not taught via fingerspelling.  \nKeywords: Deaf education, American Sign Language, fingerspelling, reading, literacy  \nAlthough there is increasing research in deaf education addressing questions of language and literacy development, thereis little evidence on specific interventions to improve the literacy skills of deaf and hard of hearing (DHH) students (Cannon, Guardino, Antia, & Luckner, 2016) . Thereis evidence to suggest that reading outcomes are improving among some groups of DHH learners (Easterbrooks &  \nBeal-Alvarez, 2012), but identification of the route to print access used by these learners remains unclear. For example, deaf education research is divided on such issues as the relative contribution of phonology both within and between modalities (i.e., spoken language and signed language; Holmer, Heimann, & Rudner, 2016; Mayer & Trezek, 2014), and the  \npotential contribution of alternate coding systems such as fingerspelling (letters of the alphabet represented through handshapes), visemes (representations of speech sounds as seen on the lips and mouth during speaking), or handshapes (hand positions that are used in the execution of individual signs) for word recognition and reading (Elliott, Braun, Kuhlmann,& Jacobs, 2012; Haptonstall-Nykaza & Schick, 2007; Sehyr, Petrich, & Emmorey, 2016). Specifically for those students who use American Sign Language (ASL) to communicate, more research is needed on the relative contribution of such coding systems to reading development. In the present study, we examined one such coding system—fingerspelling—and whether and how the use of fingerspelling enhanced  \nAll three authors are affiliated with Georgia State University, Atlanta. Scott is an assistant professor, Department of Learning Sciences. Hansen is an assistant professor, Department of Learning Sciences. Lederberg is Regents’ Professor and professor emerita, Department of Learning Sciences, and principal investigator, Center on Literacy and Deafness.  \n429  \n\n| 01_Scott. indd 429 | 07/11/19 2:20 PM |\n| --- | --- |\n\n430 American Annals of the Deaf, Volume 164, No. 4, 2019  \nsigning DHH children’s ability to learn novel words.  \nDual-Route Cascaded Model of Reading  \nThe dual-route cascaded (DRC) model of reading was initially proposed by Coltheart, Rastle, Perry, Langdon, & Ziegler (2001) . According to this model, phonemic and lexical routes to word reading provide increasing cues to facilitate word recognition; this conceptualization is in contrast with the previously held notion that visual and auditory input must reach a certain threshold before the reader is able to identify the written word. Per the DRC model, when presented with a printed word","cbCaigr6hRaUEI4n","https://ap.wps.com/l/cbCaigr6hRaUEI4n","pdf",223269,21,"English","# Fingerspelling and Print\n## Intervention comparison and single-case results\n## Dual-Route Cascaded Model of Reading\n## Prior research on phonology and alternate coding systems","[{\"question\":\"What research question does the study address about fingerspelling?\",\"answer\":\"The study asks whether reading interventions that systematically include fingerspelling improve literacy skills more than interventions that do not.\"},{\"question\":\"How were the reading conditions compared in the study?\",\"answer\":\"The authors used an adapted alternating-treatment single-case study contrasting productive fingerspelling, chaining written words with receptive fingerspelling, and a sign-to-print condition without fingerspelling.\"},{\"question\":\"What did participants’ word learning suggest about the role of fingerspelling?\",\"answer\":\"Five of six participants learned most taught words with no differentiation by condition, and participants could recognize and fingerspell taught words even when not taught via fingerspelling.\"}]","Fingerspelling and Print - Understanding the Word Reading of Deaf Children | PDF",1792070594,53]