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Exploring the Relationship between Children's Knowledge of Text Message Abbreviations and School Literacy Outcomes
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Plester, Beverly; Wood, Clare; Joshi, Puja – British Journal of Developmental Psychology, 2009
This paper presents a study of 88 British 10-12-year-old children's knowledge of text message (SMS) abbreviations ("textisms") and how it relates to their school literacy attainment. As a measure of textism knowledge, the children were asked to compose text messages they might write if they were in each of a set of scenarios. Their text…
Descriptors: Reading Difficulties, Phonological Awareness, Short Term Memory, Reading Ability