Author | Study design | Participants | Findings |
| Experimental | n = 26 Ages 7 - 15 | Strong link between orthographic c skills and use of fingerspelling skills Fingerspelling and visual coding of vocabularies |
| Pre/post, Quasi experimental design | n = 21 Ages 4 - 14 yrs | Word identity and English writing skills improved |
| Quantitative Experimental research | n = 55 Ages 5 - 9 yrs | Age and family characteristics influence the effect of fingerspelling on vocabulary R/shp between fingerspelling and literacy skills noted. |
| Qualitative research | N = 5 Ages 6 - 9 | Fingerspelled stories assisted students in learning new vocabularies |
| Quantitative research | N = 32 Ages 19 - 44 yrs | R/ship between fingerspelling, sign language and orthographic decoding |
| Qualitative research | N = 10 Ages 5 - 10 | Phonological awareness and fingerspelling |
| Quasi experimental design | N = 64 Ages 9 - 10 yrs | Fingerspelling, visual picture and print language enhance literacy skills development |
| Qualitative research | N = 2 Deaf, native signers of ASL | Use of chaining fingerspelling technique support vocabulary development and print word recognition. |
| 2 Experimental research | Experiment 1 N = 52 deaf signers and 32 hearing nonsigners Experiment 2 36 deaf signers | Mouthing and fingerspelling promote phonological awareness. |
| Experimental | N = 31 Deaf high school N = 24 university students | Fingerspelling supports print orthography |
| Qualitative | N = 6 Age: Preschool | Fingerspelling in play support decoding of written text. |