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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 |
|---|---|
| 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: | Bushnell, C (Miss Catherine Bushnell) |
| Author: | Kemp, N (Associate Professor Nenagh Kemp) |
| 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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