Puente Aníbal, Alvarado Jesús M, Herrera Valeria
Department of Cognitive Processes, Faculty of Psychology, Complutense University of Madrid, Somosaguas Campus, Spain.
Am Ann Deaf. 2006 Summer;151(3):299-310. doi: 10.1353/aad.2006.0039.
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.
该研究考察了手语和手指拼写在聋童及青少年读写技能发展中的作用。研究对象为26名聋人参与者（13名儿童，13名青少年），他们的第一语言是智利手语（CHSL）。通过涉及手指拼写和正字法代码读写的任务来评估他们的手指拼写能力。该研究包括三个实验：（a）智利手语手势和手指拼写单词的识别，（b）手指拼写单词与商业标志的匹配，以及（c）手指拼写单词的解码和这些单词到书写系统的映射。结果提供了趋同证据，表明手指拼写和手语的使用与正字法技能有关。研究得出结论，手指拼写可以促进单词的内部表征，并作为阅读习得的一种支持机制。
