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ERIC Number: EJ927726
Record Type: Journal
Publication Date: 2011-Feb
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0266-4909
Children's Text Messaging: Abbreviations, Input Methods and Links with Literacy
Kemp, N.; Bushnell, C.
Journal of Computer Assisted Learning, v27 n1 p18-27 Feb 2011
This study investigated the effects of mobile phone text-messaging method (predictive and multi-press) and experience (in texters and non-texters) on children's textism use and understanding. It also examined popular claims that the use of text-message abbreviations, or "textese" spelling, is associated with poor literacy skills. A sample of 86 children aged 10 to 12 years read and wrote text messages in conventional English and in textese, and completed tests of spelling, reading and non-word reading. Children took significantly longer and made more errors when reading messages written in textese than in conventional English. Further, they were no faster at writing messages in textese than in conventional English, regardless of texting method or experience. Predictive texters were faster at reading and writing messages than multi-press texters, and texting experience increased writing, but not reading, speed. General spelling and reading scores did not differ significantly with usual texting method. However, better literacy skills were associated with greater textese reading speed and accuracy. These findings add to the growing evidence for a positive relationship between texting proficiency and traditional literacy skills. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A