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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 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
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