Fingerspelling and sign language as alternative codes for reading and writing words for Chilean deaf signers.
The study examined the role of sign language and fingerspelling in the development of the reading and writing skills of deaf children and youth. Twenty-six deaf participants (13 children, 13 adolescents), whose first language was Chilean Sign Language (CHSL), were examined. Their dactylic abilities were evaluated with tasks involving the reading and writing of dactylic and orthographic codes. The study included three experiments: (a) the identification of Chilean signs and fingerspelled words, (b) the matching of fingerspelled words with commercial logos, and (c) the decoding of fingerspelled words and the mapping of these words onto the writing system. The results provide convergent evidence that the use of fingerspelling and sign language is related to orthographic skills. It is concluded that fingerspelling can facilitate the internal representation of words and serve as a supporting mechanism for reading acquisition.
Puente
Aníbal
A
Department of Cognitive Processes, Faculty of Psychology, Complutense University of Madrid, Somosaguas Campus, Spain.
Alvarado
Jesús M
JM
Herrera
Valeria
V
D000124:Achievement; D000293:Adolescent; D000367:Age Factors; D000704:Analysis of Variance; D002648:Child; D002677:Chile; D060345:Education of Persons with Hearing Disabilities; D005260:Female; D005385:Fingers; D006801:Humans; D008297:Male; D008369:Manual Communication; D010775:Photic Stimulation; D011932:Reading; D012680:Sensitivity and Specificity; D012813:Sign Language; D014705:Verbal Behavior; D014956:Writing