NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ982930
Record Type: Journal
Publication Date: 2012-Feb
Pages: 20
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0141-0423
Text-Message Abbreviations and Language Skills in High School and University Students
De Jonge, Sarah; Kemp, Nenagh
Journal of Research in Reading, v35 n1 p49-68 Feb 2012
This study investigated the use of text-message abbreviations (textisms) in Australian adolescents and young adults, and relations between textism use and literacy abilities. Fifty-two high school students aged 13-15 years, and 53 undergraduates aged 18-24 years, all users of predictive texting, translated conventional English sentences into textese using two methods: writing messages down and typing them into mobile phones. Participants produced a variety of textisms, and in both translation methods, adolescents and young adults used textisms in nearly identical ways. This was true for the proportion and types of textisms used, textism categories produced and consistency with which textisms were spelled. The use of textisms was negatively correlated with scores for reading, nonword reading, spelling and morphological awareness, but some of these relationships were accounted for by participants' usual text-messaging frequency. For these age groups, concerns that frequent texting may mask or even contribute to poor linguistic skills cannot be dismissed. (Contains 6 tables and 1 figure.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Grade 9; High Schools; Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia