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Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes.
Children's textism use predicted word reading ability after controlling for individual differences in age, short-term memory, vocabulary, phonological awareness and how long they had owned a mobile phone.
Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?
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
Parent-child pre-school activities can affect the development of literacy skills
This paper considers the nature of joint (parent–child) pre–school activities in the home, and their potential to contribute to the development of early reading skills. Parents gave details of the
Exploring Relationships Between Traditional and New Media Literacies: British Preteen Texters at School
This article focuses on preteen British children's use of text messaging, particularly the abbreviations and characteristic language used within text messages. We look not only at the language style
Metrical Stress Sensitivity in Young Children and Its Relationship to Phonological Awareness and Reading.
This paper reports two studies of young English-speaking children's ability to cope with changes to the metrical stress pattern of spoken words and the relationship between this ability, phonological
Animated Multimedia "Talking Books" Can Promote Phonological Awareness in Children Beginning To Read
Studies of computer software have shown its potential to enhance phonological awareness in children with reading difficulties, but few have examined its use with young children. This paper describes
Poor readers' ability to detect speech rhythm and perceive rapid speech
Recent research indicates that the rhythmic properties of speech may indicate to the infant listener where word boundaries are most likely to occur. However, rhythmic awareness is not included in
Grammatical understanding, literacy and text messaging in school children and undergraduate students: A concurrent analysis
Overall, there is little evidence that ungrammatical texting behaviour is linked to grammatical understanding or knowledge of orthographic representations of language in children, but there is some evidence that young adults' violation of grammatical conventions when texting may be linked to limited understanding of grammatically-related orthographic conventions.
Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness
This study considered whether sensitivity to speech rhythm can predict concurrent variance in reading attainment after individual differences in age, vocabulary, and phonological awareness have been
Beginning readers' use of ‘talking books’ software can affect their reading strategies
This paper reports on a small-scale study that considered whether a phonic-based 'talking book' could outperform one-to-one reading tuition with an adult with respect to improving beginning readers'