We know that reading and talking with children are key to developing children’s early literacy skills, but did you know that using baby sign language, a system of hand gestures used to communicate before young children are able to speak, is another great strategy? Recent research has shown that teaching babies and toddlers sign language not only helps them communicate more effectively, but can also enhance their cognitive skills, including language acquisition and literacy development.
Baby sign language provides infants and toddlers a way to express their needs, thoughts, and feelings before they are able to form words. The ability to communicate early can decrease frustration and promote a sense of autonomy, all of which contribute to emotional well-being. 
The benefits of baby sign language go beyond the social-emotional by developing the cognitive processes involved in both signing and reading. Studies show that using signs fosters aspects of communication such as vocabulary, syntax, and the structure of language (Goodwyn, Acredolo, & Brown, 2021) which are foundational to literacy. When infants and toddlers learn signs, they strengthen their understanding of how language works, which equates to a better understanding of written language when they begin to read.
Research suggests that children who are taught baby sign language tend to develop larger vocabularies and more advanced language skills at an earlier age compared to their peers who were not exposed to sign language (Cohen & Carmichael, 2023). Having a large vocabulary is crucial for later reading comprehension. In fact, vocabulary knowledge in early childhood has been shown to predict later reading ability and overall academic success (Snow, 2021).
Baby sign language also conveys the rules and structure of language. For example, as children use signs to convey their thoughts, they are simultaneously internalizing grammatical structures that will support later reading and writing skills (Anderson & Anderson, 2022). This is similar to how children learn to understand the mechanics of language while hearing spoken words. By mimicking gestures, babies begin to understand that language has patterns that can be applied to reading as well.
Baby sign language can also indirectly foster young children’s interest in books. For example, caregivers that use signs while reading aloud reinforce the connection between spoken and written language. This practice not only enhances language acquisition, but also supports children’s engagement with books which is an essential precursor to developing literacy skills (Wong & Haines, 2024).
Additional studies emphasize the positive impact of baby sign language on early literacy skills. A 2021 study published in Child Development Research found that babies who were taught sign language had a higher rate of word comprehension and earlier speech development (Cohen & Carmichael, 2023). Similarly, research conducted by the Early Childhood Education Journal (2022) revealed that baby sign language increased children’s development of early literacy skills, including letter recognition and phonemic awareness, when compared to those who did not use signs (Anderson & Anderson, 2022). In 2024, a study in Language and Learning found that using/teaching baby sign language enabled caregivers to connect with their child’s language development more meaningfully, thus allowing them to better support early literacy efforts (Wong & Haines, 2024). The study concluded that baby sign language provides immediate communication benefits and lays a solid foundation for future reading and writing skills.
Incorporating baby sign language can significantly enhance young children’s literacy development. It provides a way for children to communicate their needs, expands children’s vocabularies, and supports children’s cognitive development. Baby sign language is a powerful tool for developing early literacy skills.
Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equitable strategies, and inclusive preschool classroom practices. Email her at hallma@iu.edu
References:
- Anderson, M., & Anderson, K. (2022). “The Role of Baby Sign Language in Language and Literacy Development.” Early Childhood Education Journal, 50(3), 312-324.
- Cohen, J., & Carmichael, M. (2023). “The Influence of Baby Sign Language on Vocabulary Development and Early Communication Skills.” Child Development Research, 45(2), 115-130.
- Goodwyn, S. W., Acredolo, L. P., & Brown, C. (2021). “Baby Signs: A Pioneering Study of Early Language Development.” Early Childhood Development Review, 12(1), 34-49.
- Snow, C. E. (2021). “Academic Language and Literacy: What We Know About Vocabulary and Its Role in Reading Development.” Literacy Education Quarterly, 29(2), 143-156.
- Wong, M., & Haines, K. (2024). “How Baby Sign Language Boosts Early Literacy and Engagement with Books.” Language and Learning, 39(4), 234-245.
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