Dostal Hannah M, Scott Jessica A, Chappell Marissa D, Black Christopher
Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, Storrs, CT 06269, USA.
Department of Learning Sciences, College of Education & Human Development, Georgia State University, Atlanta, GA 30302, USA.
Behav Sci (Basel). 2025 Aug 14;15(8):1104. doi: 10.3390/bs15081104.
This scoping review systematically analyzes the nature and implications of existing research on literacy and literacy interventions that use a signed language among deaf students from preschool through college. We identified the findings associated with the use of sign languages on literacy outcomes for deaf students, and we analyzed the scope of the identified studies to uncover potential gaps in the research base. Fifteen empirical studies published between 2014 and 2025 met the inclusion criteria, featuring participants across a range of educational levels. Methodologies varied, with qualitative and group comparison designs most common. Studies addressed key literacy components (i.e., phonological awareness, fluency, vocabulary, comprehension, and composition) and findings indicate that integrating sign language into literacy instruction enhances language access and supports literacy learning. The results highlight the importance of responsive, multimodal instruction and point to the need for further research to fill identified gaps.
本综述性研究系统分析了从学前到大学阶段的聋生中，关于使用手语的读写能力及读写干预的现有研究的性质和影响。我们确定了与聋生使用手语对读写能力结果相关的研究发现，并分析了已确定研究的范围，以揭示研究基础中潜在的差距。2014年至2025年间发表的15项实证研究符合纳入标准，参与者涵盖了一系列教育水平。研究方法各不相同，定性和组间比较设计最为常见。研究涉及关键的读写能力组成部分（即语音意识、流利度、词汇、理解和写作），研究结果表明，将手语融入读写教学可增强语言获取并支持读写学习。结果强调了响应式多模态教学的重要性，并指出需要进一步研究以填补已确定的差距。
