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Txt Lang: Texting, Textism Use and Literacy Abilities in Adolescents with and without Specific Language Impairment

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Title: Txt Lang: Texting, Textism Use and Literacy Abilities in Adolescents with and without Specific Language Impairment
Language: English
Authors: Durkin, K., Conti-Ramsden, G., Walker, A. J.
Source: Journal of Computer Assisted Learning. Feb 2011 27(1):49-57.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Peer Reviewed: Y
Physical Description: PDF
Page Count: 9
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Language Impairments, Adolescents, Reading Ability, Educational Technology, Literacy, Written Language, Telecommunications, Cognitive Ability, Language Skills, Correlation
DOI: 10.1111/j.1365-2729.2010.00397.x
ISSN: 0266-4909
Abstract: The present study examined text messaging in adolescence, in particular relationships among textism use, language and literacy skills. Forty-seven typically developing (TD) 17-year-olds and 47 adolescents of the same age with specific language impairment (SLI) participated. Participants completed standardised assessments of cognitive, language and literacy abilities, an interview about frequency of text messaging, and were asked to send a text message in reply to one sent by the experimenter. Adolescents with SLI were less likely than their TD peers to reply to the text message. Non-senders with SLI (32%) had significantly lower reading abilities than senders with SLI. Senders with SLI composed shorter texts and used less text language than did TD peers. Correlational analyses revealed significant positive relationships among textism density, number of types of textism used and measures of literacy in adolescence. Implications of these findings for educational technology instruction in how to text are discussed. (Contains 3 tables.)
Abstractor: As Provided
Number of References: 47
Entry Date: 2011
Accession Number: EJ927736
Database: ERIC
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  Data: Txt Lang: Texting, Textism Use and Literacy Abilities in Adolescents with and without Specific Language Impairment
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
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  Data: 10.1111/j.1365-2729.2010.00397.x
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  Data: The present study examined text messaging in adolescence, in particular relationships among textism use, language and literacy skills. Forty-seven typically developing (TD) 17-year-olds and 47 adolescents of the same age with specific language impairment (SLI) participated. Participants completed standardised assessments of cognitive, language and literacy abilities, an interview about frequency of text messaging, and were asked to send a text message in reply to one sent by the experimenter. Adolescents with SLI were less likely than their TD peers to reply to the text message. Non-senders with SLI (32%) had significantly lower reading abilities than senders with SLI. Senders with SLI composed shorter texts and used less text language than did TD peers. Correlational analyses revealed significant positive relationships among textism density, number of types of textism used and measures of literacy in adolescence. Implications of these findings for educational technology instruction in how to text are discussed. (Contains 3 tables.)
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