Beverly Plester

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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 messages were coded(More)
This paper reports on two studies which investigated the relationship between children’s texting behaviour, their knowledge of text abbreviations and their school attainment in written language skills. In Study One, 11–12-year-old children provided information on their texting behaviour. They were also asked to translate a standard English sentence into a(More)
This paper reports on an intervention study, which considered the impact of text messaging on 9-10 year old children’s literacy skills. 114 children who had never owned a mobile phone before were recruited and randomly allocated to either the intervention or control conditions. All children were pre and post tested on a range of reading, spelling and(More)
Recent studies have shown evidence of positive concurrent relationships between children's use of text message abbreviations ('textisms') and performance on standardized assessments of reading and spelling. This study aimed to determine the direction of this association. One hundred and nineteen children aged between 8 and 12 years were assessed on measures(More)
Background The fastest growing market of mobile phone users has been reported to be pre-teen children and the Ofcom Media Literacy Audit (2006) of over 1500 UK children reported that 49% of 8-11 year olds had their own mobile phone. However, whilst the expanding availability of this technology is apparent, its effects upon its users are not as clear.(More)
This small-scale study compared 10 to 13-year-old dyslexic children's use of text message abbreviations with that of reading age- and chronological age-matched controls. There were no significant differences in the proportion of textisms used between the dyslexic children and the two control groups, although a preference for non-phonetic text abbreviations(More)
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