A Scoping Review of Literacy Interventions Using Signed Languages for School-Age Deaf Students

Area of Science:

• Education
• Linguistics
• Deaf Studies

Background:

• Literacy development in deaf students presents unique challenges.
• Effective literacy interventions for deaf learners require accessible language modalities.
• Existing research on sign language use in deaf literacy is fragmented.

Purpose of the Study:

• To systematically review and synthesize research on sign language and literacy interventions for deaf students.
• To identify the impact of sign language on literacy outcomes in deaf learners.
• To uncover gaps in the current research base.

Main Methods:

• A scoping review methodology was employed.
• Fifteen empirical studies published between 2014 and 2025 were included.
• Qualitative and group comparison designs were most common.

Main Results:

• Sign language integration enhances language access for deaf students.
• Studies indicate positive effects on literacy outcomes, including phonological awareness, vocabulary, and comprehension.
• Responsive, multimodal instruction is crucial for effective literacy learning.

Conclusions:

• Sign language-based literacy interventions are vital for deaf students' academic success.
• Further research is needed to address identified gaps in intervention strategies and outcomes.
• Multimodal approaches combining sign language with other methods show promise.