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

Abstract

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.