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ERIC Number: EJ1003424
Record Type: Journal
Publication Date: 2013-Jan
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0891-4222
Exploring the Relationships between the Use of Text Message Language and the Literacy Skills of Dyslexic and Normal Students
Hsu, Jung-Lung
Research in Developmental Disabilities: A Multidisciplinary Journal, v34 n1 p423-430 Jan 2013
It is apparent that individuals using text abbreviations as a written convention is a continuingly growing phenomenon. This special writing convention has been referred to as textism usage. However, there is surprisingly little research investigating the impacts of textism use on dyslexic children's cognitive abilities associated with literacy skills. Thus, the relation between textism use, phonological awareness, as well as morphological awareness is not yet clear. This issue is critical and urgent because no conclusive guidance is available for practitioners or educators to refine instructional strategies. Furthermore, given that prior researchers focus mainly on alphabetic language, little research draws attention on non-alphabetic language, in which morphological awareness seems rather significant than phonological awareness. In this study a total of 57 participants across six elementary schools in Taiwan were recruited and were formed into three groups. To effectively collect the textisms used by the participants, this study adopted Facebook as the tool to store the messages because of its high penetration rate of 51 percent in Taiwan. Findings of this study suggested that dyslexic children may get rid of the identification, which might encourage them shift their focuses from others' judgment to selecting a proper textism. To use the textism appropriately requires the dyslexic children realize the meaning of the textism and memorize the spelling/writing convention. Consequently, the dyslexia group in this study performed as well as reading-age group in word recognition and meaning recognition. It seemed that dyslexic children preferred to use contraction, symbol, and combined word. These categories of textism are L-S (logography to semantics) in nature. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan