Examining the Effectiveness of Fingerspelling in Improving the Vocabulary and Literacy Skills of Deaf Students

Hadeel Alawad,Millicent Musyoka

doi:10.4236/ce.2018.93032

Abstract

This article provides a narrative review of journal articles on the use of fingerspelling to support the vocabulary and literacy development of deaf students. The role of fingerspelling in decoding written English and supporting vocabulary development has become an increasingly relevant topic in the bilingual education of deaf students. Search limiters included written English, full-text articles that were published in peer-reviewed journals after 2005. A total of eleven articles were reviewed. The findings from the review indicated that the use of fingerspelling could support vocabulary and literacy development among bilingual deaf students. The current review discusses the findings and offers recommendations for future research.

Highlights

The academic success of deaf students relies on their ability to read and comprehend the meaning of a text
The purpose of this review was to examine the research from the past ten years on fingerspelling and its relationship to vocabulary and literacy development for deaf students. It is clear from the reviewed research that there is a strong link between fingerspelling and the development of vocabulary and literacy skills among deaf students
It is recommended that educational programs for deaf students adapt American Sign Language (ASL)/fingerspelling/English bilingual strategies to assist deaf students in developing their vocabulary and literacy skills

Summary

Introduction

The academic success of deaf students relies on their ability to read and comprehend the meaning of a text. The development of literacy skills is considered a critical factor in deaf students’ academic success. Difficulty in reading and writing among deaf students adversely affects their learning processes, indicating the importance of literacy skill development for deaf students (Alawad, 2011; Fayad, 2004; Williams, 2012). According to Sarchet, Marschark, Borgna, Convertino, Sapere, and Dirmyer (2014), deaf children usually score much lower on vocabulary tests than hearing children. Goldin-Meadow and Mayberry (2001) indicated that “most profoundly deaf read poorly” Since the primary objective of education for deaf students is to teach them how to read

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