Reading skills are taught through different methods, which in school context could be complemented by training on cultural diversity and inclusive education. The objective of this study was to explore the effectiveness of the Analytic Phonetic Reading Learning Method (FAS) with the use of fingerspelling from the deaf community in learning the decoding in a group of Chilean schoolchildren with normal hearing. A comparison was made by applying the "Language Survey Revised Spanish Version" instrument to two groups of mainstream schools. One group (38 children) were supported by the fingerspelling in the decoding learning. The other group (30 students) had a reading learning using the conventional FAS Method. Comparison of the groups shows that the use of fingerspelling as a compliment can be useful, like other methods, in learning reading decoding. Besides, the use of this supplement could contribute to the diversification of current ways of reading teaching, providing to mainstream classroom students to learn about cultural groups such as the deaf community, who commonly use fingerspelling and sing language.