Learning to fingerspell provides a family literacy experience, multiplying our teaching effectiveness. Let parents know that fingerspelling not only builds hand-eye coordination for writing but also develops strength and dexterity for athletics and playing a musical instrument. Fingerspelling teaches young children a new language. It teaches children to focus, observe closely, work hard, and develop visual motor integration. You must feel proud of becoming a fingerspelling expert.
Fluency with fingerspelling provides a memory hook to phonics during Writing Workshop while children are learning how to encode sounds to print. Incorporate fingerspelling into your best literacy practices. Discover how fingerspelling is a part of kindergarten—friendly handwriting: peruse the Handwriting page.
We incorporate the power of multisensory teaching and learning with fingerspelling. Study Nellie Edge Online Seminars. Join Now.
See Weekly Focus archive. These studies focused on deaf children between elementary to adult age. All 11 research studies were published after Figure 1 present the process of selecting the articles reviewed. Figure 1. Articles selection process. Based on the selection criteria process set in this study the journal articles reviewed in this paper are presented in Table 1. Vocabulary development refers to the process by which a child develops vocabulary.
Vocabulary includes two kinds of words: receptive words and expressive words. Williams indicates that developing a large vocabulary bank is critical because students are required to read and comprehend different types of books in school. The importance of American Sign Language fingerspelling in the development of vocabulary skills for deaf students has been shown in the literature. Puente, Alvarado, and Herrera investigated the role of sign language and. Table 1. Description of the studies reviewed.
Their experimental study sample included 26 deaf participants ages seven through 15 who used Chilean Sign Language as their primary language. Findings revealed that older deaf students recognized signs and fingerspelling better than the younger deaf students did.
Moreover, deaf adolescents performed better in sign language recognition than in recognition of fingerspelling. Fingerspelling serves as a visual code for word recognition. The results strongly suggest that fingerspelling can simplify the internal representation of vocabularies. The participants were 21 deaf students ages four to 14 years old. Nine had deaf parents, and 12 had hearing parents.
The participants were divided into two groups. The other group was taught using fingerspelling, with the teacher making associations between the English vocabulary, the signs, and the lexicalized fingerspelling. The researchers found that when the training process included lexicalized fingerspelled words, deaf students were better able to understand and fingerspell the word and to write the printed English word. In addition, the deaf students who had deaf parents acquired more vocabulary in both sign and fingerspelling conditions compared with the deaf students of hearing parents.
The researchers asserted that the lexicalized fingerspelling strategy made explicit the relationship between the signs and the English print. Moreover, this study found that ASL has naturally established a system that explains the relationship between signs and written English. The study sample included 55 deaf children ages five to nine years old who had either hearing or deaf parents.
The learning process was evaluated in five areas: imitation, matching, production, lexical identification, and writing. Regardless of age, deaf children from deaf parents learned more vocabulary than deaf children from hearing parents.
The study pointed to the significant role that fingerspelling plays in literacy and bilingual language development. Similarly, Gaston conducted a qualitative study to ascertain how deaf and hard-of-hearing students evolved in terms of spelling English vocabulary through the provision of lessons that used a visual strategy. Five deaf students were selected as a sample.
The researchers used fingerspelled stories related to different concepts to accelerate learning in relation to the adoption of new vocabulary. To enrich the goals of each lesson, an evaluation plan was applied to allow the students to attain optimal improvements. The data collection methods used in the evaluation plan was tests, artifact collection, field notes and rubrics.
Moreover, from analyzing the evaluation data, the fingerspelled stories were able to create useful results for all students. The fingerspelling method assisted these students in learning new vocabulary; thus, the students experienced greater exposure to ASL through learning English vocabulary.
In line with this hypothesis, Stone, Kartheiser, Hauser, Petitto, and Allen used a quantitative approach to explore the link between several independent variables the ages at which deaf college students were first exposed to ASL, their current fluency in ASL, and their fingerspelling skills and reading potential.
The results showed that promoting the relationships among fingerspelling, sign language, and orthographic decoding may facilitate the development of English reading skills.
As such, delays in the development of early literacy skills can lead to academic failure. Padden and Ramsey stated that the knowledge of American Sign Language and fingerspelling is positively associated with reading performance.
Fingerspelling creates a linguistic correlation between printed words and syntax Baker, Puente et al. Many studies have examined the relationship between fingerspelling and phonological awareness and how fingerspelling can support phonological awareness.
In a study of 10 deaf and hard-of-hearing participants four boys and six girls ages five to 10 years old kindergarten through fourth grade , Schwartz conducted a qualitative research to investigate the relationship between phonological awareness and fingerspelling by giving participants phonological awareness tasks using both speech and fingerspelling conditions.
The study found that deaf and hard-of-hearing children displayed phonological awareness in fingerspelling conditions for all tasks. Staden and Roux conducted a study to examine the hypothesis that deaf children face considerable challenges in both reading and writing due to their limitations in phonological coding. Some you will meet did not grow up learning sign language instead used a coding system like SEE or the Rochester method full fingerspelling of English sentences.
Others grew up in all deaf families and have gone to Gallaudet, are very well educated and just simply have a larger bank of words to fingerspell. The community of the deaf comes from a variety of backgrounds, and each background has varying levels of fingerspelling. This happens in spoken languages as well i. Fingerspelling is a little more important than one would realize. Do you have any experiences where fingerspelling played a role helping you have a positive conversation in sign language?
Comment down below if you have, I would love to hear about your experiences! If you are looking to improve your ASL interpreting skills and need some practice, this resource may be able to help:. You are commenting using your WordPress. You are commenting using your Google account.
The developmental stages and Deaf families fingerspell abundantly when trajectories of fingerspelling have been documented communicating with their young children because see appendices. At 24 months Fingerspelling and Reading of age, deaf children with deaf parents have Grushkin stated that fingerspelling provides a vocabulary sizes that are comparable to that of linguistic link to English vocabulary and syntax.
In this study, children who converge for deaf children, who have early access scored better on reading tests were competent in to visual language, around the third grade. Looking allowing them to achieve reading levels that exceed specifically at performance on the fingerspelling the historically low norms. The goal is to inform the education community of research Fast Mapping New Vocabulary findings, to summarize relevant scholarship, and, to Several findings have emerged from studies on the present recommendations that educators and relationship of fingerspelling and vocabulary parents can use when addressing the multifaceted growth.
As typically developing children move challenges of educating deaf and hard of hearing toward preschool age, they start learning new children. Schick, B. The expression of grammatical relations in deaf toddlers learning ASL. Woll Eds. Klima, E. The signs of language. Cambridge: in sign language acquisition pp. Amsterdam, The Harvard University Press. Netherlands: John Benjamins Publishing Co. Battison, R. Lexical borrowing in American Sign Language.
Evans, C. Wilcox, S. The phonetics of fingerspelling. Philadelphia: John bicultural preschool programs for deaf and hard of hearing Benjamins. Padden, C. Learning to fingerspell twice: Young signing Project. Schick, M. Mayberry, R. Spencer Eds. New language input. Fischer Eds. Brennan, M. Making borrowing work in British Sign Chicago: The University of Chicago Press.
Brentari Ed. Grushkin, D. Lexidactylophobia: The irrational fear of language: A cross-linguistic investigation of word formation pp.
American Annals of the Deaf, ,
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