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Text-messaging practices and links to general spelling skill: A study of Australian children


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 © 2011 The University of Newcastle, Australia

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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 Details

Item Type:Refereed Article
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
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