Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes.

@article{Plester2009ExploringTR,
  title={Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes.},
  author={Beverly Plester and Clare Wood and Puja Joshi},
  journal={The British journal of developmental psychology},
  year={2009},
  volume={27 Pt 1},
  pages={145-61}
}
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 for types of text abbreviations (textisms) used, and the ratio of textisms to total words was calculated to indicate density of textism use… CONTINUE READING
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