Children's text messaging: Abbreviations, input methods and links with literacy
Journal of Computer Assisted Learning, 27 (1):
18-27 (2011)Abstract
This study investigated the effects of mobile phone text-messaging method (predictive and
multi-press) and experience (in texters and non-texters) on children’s textism use and
understanding. It also examined popular claims that the use of text-message abbreviations, or
textese spelling, is associated with poor literacy skills. A sample of 86 children aged 10 to 12
years read and wrote text messages in conventional English and in textese, and completed
tests of spelling, reading, and non-word reading. Children took significantly longer, and made
more errors, when reading messages written in textese than in conventional English. Further,
they were no faster at writing messages in textese than in conventional English, regardless of
texting method or experience. Predictive texters were faster at reading and writing messages
than multi-press texters, and texting experience increased writing, but not reading, speed.
General spelling and reading scores did not differ significantly with usual texting method.
However, better literacy skills were associated with greater textese reading speed and
accuracy. These findings add to the growing evidence for a positive relationship between
texting proficiency and traditional literacy skills.
