Txt lang: texting, textism use and literacy abilities in adolescents with and without specific language impairment

Kevin Durkin, G Conti-Ramsden, Allan Walker

Research output: Contribution to journalArticle

41 Citations (Scopus)

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.
LanguageEnglish
Pages49-57
Number of pages9
JournalJournal of Computer Assisted Learning
Volume27
Issue number1
DOIs
Publication statusPublished - 2011

Fingerprint

Text messaging
literacy
adolescent
Educational technology
ability
language
adolescence
educational technology
instruction

Keywords

  • literacy
  • specific language impairment
  • textisms
  • text language
  • text messaging

Cite this

@article{830a56dbf7c24429b83755502923a8d1,
title = "Txt lang: texting, textism use and literacy abilities in adolescents with and without specific language impairment",
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.",
keywords = "literacy, specific language impairment , textisms , text language, text messaging",
author = "Kevin Durkin and G Conti-Ramsden and Allan Walker",
year = "2011",
doi = "10.1111/j.1365-2729.2010.00397.x",
language = "English",
volume = "27",
pages = "49--57",
journal = "Journal of Computer Assisted Learning",
issn = "0266-4909",
number = "1",

}

Txt lang: texting, textism use and literacy abilities in adolescents with and without specific language impairment. / Durkin, Kevin; Conti-Ramsden, G; Walker, Allan.

In: Journal of Computer Assisted Learning, Vol. 27, No. 1, 2011, p. 49-57.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Txt lang: texting, textism use and literacy abilities in adolescents with and without specific language impairment

AU - Durkin, Kevin

AU - Conti-Ramsden, G

AU - Walker, Allan

PY - 2011

Y1 - 2011

N2 - 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.

AB - 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.

KW - literacy

KW - specific language impairment

KW - textisms

KW - text language

KW - text messaging

UR - http://www.scopus.com/inward/record.url?scp=78651328491&partnerID=8YFLogxK

U2 - 10.1111/j.1365-2729.2010.00397.x

DO - 10.1111/j.1365-2729.2010.00397.x

M3 - Article

VL - 27

SP - 49

EP - 57

JO - Journal of Computer Assisted Learning

T2 - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 1

ER -