Abstract:Fingerspelling and its relationship with literacy skills among deaf and hard of hearing children who use American Sign Language is an increasingly popular research topic. However, there is limited research on whether reading interventions that systematically include fingerspelling are more effective for improving literacy skills than reading interventions that do not. In an adapted alternating-treatment single-case study, the authors contrasted the number of words learned under three conditions: a productive fingerspelling condition, in which word reading was taught through activities that emphasized productive fingerspelling; a chaining condition, in which teachers chained written words with receptive fingerspelling; and a sign-to-print condition, in which fingerspelling was not used. Five of the 6 participants learned most of the words taught with no differentiation by condition. Participants could recognize and fingerspell taught words, even if those words were not taught via fingerspelling.

中文翻译：

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手指拼写和印刷：了解聋哑儿童的单词阅读

摘要：在使用美国手语的聋哑和重听儿童中，手指拼写及其与识字能力的关系是一个越来越受欢迎的研究主题。但是，关于系统地包括手指拼写的阅读干预是否比不包括阅读干预的阅读干预更有效地提高了读写能力，目前的研究还很有限。在一项适应性交替治疗的单案例研究中，作者对比了在以下三种情况下学习到的单词数量：一种是生产性的拼写条件，在这种情况下，通过强调生产性拼写的活动来教授单词阅读；链接条件，其中教师用接受性的手指拼写方式将书面单词链接在一起；以及没有使用手指拼写的签到印条件。6名参与者中有5名学习了大部分单词，没有根据条件加以区分。参与者可以识别并用手指拼写所教的单词，即使这些单词不是通过手指拼写来教的。