Increasing early reading skills in young signing deaf children using shared book reading: a feasibility study

Jean F. Andrews, Hsiu Tan Liu, Chun Jung Liu, Mary Anne Gentry, Zanthia Smith

Research output: Contribution to journalArticle

8 Citations (Scopus)


A feasibility study was conducted to test a storybook intervention to increase early reading skills of 25 young signing deaf children of ages 4-9 in grades K through third grade. The children had wide ranges of hearing losses, non-verbal IQs, and signing skills. All were at risk for developing early reading skills, reading below the first grade level. Using a pre-experimental pre/post test design, standardized tests and early reading tasks, the children changes in letter, word and story knowledge were documented over a full school year. The intervention included 20 weekly story reading sessions with children receive modelling by Deaf story signers, with children using their signing and fingerspelling to practice storybook reading, story reciting, vocabulary learning, fingerspelling and writing skills with easy-to-read picture word/phrase storybooks after modelling from Deaf caregivers and teachers. Future research directions for intervention studies were outlined based on outcomes.

Original languageEnglish
Pages (from-to)583-599
Number of pages17
JournalEarly Child Development and Care
Issue number3-4
Publication statusPublished - 2017 Apr 3



  • American sign language
  • Deaf
  • early reading
  • fingerspelling
  • shared book reading
  • writing

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

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