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Text-messaging practices and links to general spelling skill: A study of Australian children
Citation
Bushnell, C and Kemp, N and Martin, FH, Text-messaging practices and links to general spelling skill: A study of Australian children, Australian Journal of Educational & Development Psychology, 11 pp. 27-38. ISSN 1446-5442 (2011) [Refereed Article]
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Copyright Statement
Copyright © 2011 The University of Newcastle, Australia
Official URL: http://www.newcastle.edu.au/
Abstract
This study investigated 10- to 12-year-old Australian children’s text-messaging practices and their relationship to traditional spelling ability. Of the 227 children tested, 82% reported sending text-messages; a median of 5 per day. Use of predictive and multi-press entry methods was roughly equal. Children produced a wide range of text-message abbreviations (textisms) (M = 53%) when asked to re-write a list of 30 conventionally-spelt words as they would in a text-message to a friend. The proportion of textisms produced was significantly positively correlated with general spelling ability, which fits with previous findings of positive relationships between children’s textism use and literacy.
Item Details
Item Type: | Refereed Article |
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Research Division: | Psychology |
Research Group: | Cognitive and computational psychology |
Research Field: | Psycholinguistics (incl. speech production and comprehension) |
Objective Division: | Education and Training |
Objective Group: | Learner and learning |
Objective Field: | Learner and learning not elsewhere classified |
UTAS Author: | Bushnell, C (Miss Catherine Bushnell) |
UTAS Author: | Kemp, N (Associate Professor Nenagh Kemp) |
UTAS Author: | Martin, FH (Associate Professor Frances Martin) |
ID Code: | 72288 |
Year Published: | 2011 |
Deposited By: | Psychology |
Deposited On: | 2011-08-24 |
Last Modified: | 2017-10-31 |
Downloads: | 16 View Download Statistics |
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