College Students' Text Messaging, Use of Textese and Literacy Skills

Autor/in	Drouin, M. A.
Titel	College Students' Text Messaging, Use of Textese and Literacy Skills
Quelle	In: Journal of Computer Assisted Learning, 27 (2011) 1, S.67-75 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2010.00399.x
Schlagwörter	College Students; Spelling; Reading Fluency; Literacy; Handheld Devices; Educational Technology; Computer Mediated Communication; Social Networks; Language Usage; Correlation; Reading Skills; Writing Skills; Electronic Mail; Foreign Countries; Cultural Differences; Australia; United Kingdom (Great Britain); United States + Suchen Sie Ihr Suchwort? Collegestudent; Schreibweise; Alphabetisierung; Schreib- und Lesefähigkeit; Unterrichtsmedien; Computerkonferenz; Social network; Soziales Netzwerk; Sprachgebrauch; Korrelation; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Elektronischer Briefkasten; Ausland; Kultureller Unterschied; Australien; USA
Abstract	In this study, I examined reported frequency of text messaging, use of textese and literacy skills (reading accuracy, spelling and reading fluency) in a sample of American college students. Participants reported using text messaging, social networking sites and textese more often than was reported in previous (2009) research, and their frequency of textese use varied across contexts. Correlational analyses revealed significant, "positive" relationships between text messaging frequency and literacy skills (spelling and reading fluency), but significant, "negative" relationships between textese usage in certain contexts (on social networking sites such as MySpace[TM] and Facebook[TM] and in emails to professors) and literacy (reading accuracy). These findings differ from findings reported in recent studies with Australian college students, British schoolchildren and American college students. Explanations for these differences are discussed, and future directions for research are presented. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10