Picture of a sphere with binary code

Making Strathclyde research discoverable to the world...

The Strathprints institutional repository is a digital archive of University of Strathclyde research outputs. It exposes Strathclyde's world leading Open Access research to many of the world's leading resource discovery tools, and from there onto the screens of researchers around the world.

Explore Strathclyde Open Access research content

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

Durkin, Kevin and Conti-Ramsden, G and Walker, Allan (2011) Txt lang: texting, textism use and literacy abilities in adolescents with and without specific language impairment. Journal of Computer Assisted Learning, 27 (1). pp. 49-57. ISSN 0266-4909

Full text not available in this repository. (Request a copy from the Strathclyde author)

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.