Author

Study design

Participants

Findings

Puente, Alvarado & Herrera (2006)

Experimental

n = 26 Ages 7 - 15

Strong link between orthographic c skills and use of fingerspelling skills

Fingerspelling and visual coding of vocabularies

Haptonstall-Nykaza & Schick (2007)

Pre/post, Quasi experimental design

n = 21 Ages 4 - 14 yrs

Word identity and English writing skills improved

Hile (2009)

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.

Gaston (2009)

Qualitative research

N = 5 Ages 6 - 9

Fingerspelled stories assisted students in learning new vocabularies

Stone, et.al. (2015)

Quantitative research

N = 32 Ages 19 - 44 yrs

R/ship between fingerspelling, sign language and orthographic decoding

Schwartz (2011)

Qualitative research

N = 10

Ages 5 - 10

Phonological awareness and fingerspelling

Staden & Roux (2010)

Quasi experimental design

N = 64

Ages 9 - 10 yrs

Fingerspelling, visual picture and print language enhance literacy skills development

Quinto-Pozos & Reynolds (2012)

Qualitative research

N = 2 Deaf, native signers of ASL

Use of chaining fingerspelling technique support vocabulary development and print word recognition.

Emmorey & Petrich (2012)

2 Experimental research

Experiment 1

N = 52 deaf signers and 32 hearing nonsigners

Experiment 2

36 deaf signers

Mouthing and fingerspelling promote phonological awareness.

William, Darcy & Newman (2015)

Experimental

N = 31 Deaf high school

N = 24 university students

Fingerspelling supports print orthography

Roos (2013)

Qualitative

N = 6

Age: Preschool

Fingerspelling in play support decoding of written text.