This paper reviews the research on use of American Sign Language in elementary classes that do not include children with hearing impairment and also reports on the use of the manual sign language alphabet in a primary class learning the phonetic sounds of the alphabet. The research reported is overwhelmingly positive in support of using sign language, especially in preschool and kindergarten, to enhance reading and communication skills. It notes that sign language appears to enhance brain activity on both sides of the brain and has been proven successful in a total communication reading program for students with learning disabilities and mental retardation. Its successful use to maintain behavior control and foster self-esteem, attention, on-task behavior, communication skills, and academics is also noted. A high level of student interest and improved motivation was noted in the class studied. (DB)