eCite Digital Repository

Texting versus txtng: reading and writing text messages, and links with other linguistic skills

Citation

Kemp, N, Texting versus txtng: reading and writing text messages, and links with other linguistic skills, Writing Systems Research, 2, (1) pp. 53-71. ISSN 1758-6801 (2010) [Refereed Article]

PDF
Restricted - Request a copy
1,019Kb
  

Copyright Statement

The definitive publisher-authenticated version is available online at: www.oxfordjournals.org

Official URL: http://wsr.oxfordjournals.org/content/2/1/53

DOI: doi:10.1093/wsr/wsq002

Abstract

The media buzzes with assertions that the popular use of text-message abbreviations, or textisms (such as r for are) is masking or even causing literacy problems. This study examined the use and understanding of textisms, and links with more traditional language skills, in young adults. Sixty-one Australian university students read and wrote text messages in conventional English and in textisms. Textism messages were faster to write than those in conventional English, but took nearly twice as long to read, and caused more reading errors. Contrary to media concerns, higher scores on linguistic tasks were neutrally or positively correlated with faster and more accurate reading and writing of both message types. The types of textisms produced, and those least well understood by participants, are also discussed.

Item Details

Item Type:Refereed Article
Research Division:Psychology and Cognitive Sciences
Research Group:Cognitive Sciences
Research Field:Linguistic Processes (incl. Speech Production and Comprehension)
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Kemp, N (Associate Professor Nenagh Kemp)
ID Code:65232
Year Published:2010
Deposited By:Psychology
Deposited On:2010-10-18
Last Modified:2015-02-12
Downloads:47 View Download Statistics

Repository Staff Only: item control page