2. Research Brief Video- VL2

3. Key findings  Early exposure = children become better readers.  Can start when children are young.  Fingerspelling, reading and writing are all interrelated.  Fingerspelling facilitates English vocabulary growth, larger the lexicon, the faster it is learned. Visual Language and Visual Learning Science of Learning Center. (2010, July). The Importance of Fingerspelling for Reading. (Research Brief No. 1). Washington, DC: Sharon Baker.

4. Fingerspelling acquisition  Stage 1: Uses whole hand. Explore relationship between fingerspelled handshapes and printed letters.  Stage 2: Focuses on individual letters when attempting to fingerspelling. Awareness of letters. Up to third grade.  Stage 3: Mastered neutral fingerspelling. Appropriate handshapes in correct sequence and movement. Reading, writing and fingerspelling are correlated.

5. Fingerspelling/ASL acquisition chart:

6. Tips:  Consistent throughout the day.  Don’t focus as individual letters but as a whole shape of the word.  Consider FS as visual phonology- sound it out as if phonological decoding of the English text.  Smooth rhythm.  Practice in class.

7. Practice Activity

8. Activities

9. Questions? Check out our sights: http://www.cdercsouth.org https://www.pinterest.com/CDE RCSouth/