Text-Messaging Practices and Links to General Spelling Skill: A Study of Australian Children

Autor/inn/en	Bushnell, Catherine; Kemp, Nenagh; Martin, Frances Heritage
Titel	Text-Messaging Practices and Links to General Spelling Skill: A Study of Australian Children
Quelle	In: Australian Journal of Educational & Developmental Psychology, 11 (2011), S.27-38 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Spelling; Foreign Countries; Telecommunications; Handheld Devices; Correlation; Literacy; Questionnaires; Statistical Analysis; Children; Australia + Suchen Sie Ihr Suchwort? Schreibweise; Ausland; Telekommunikationstechnik; Korrelation; Alphabetisierung; Schreib- und Lesefähigkeit; Fragebogen; Statistische Analyse; Child; Kind; Kinder; Australien
Abstract	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. (Contains 3 tables.) (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10