Children who are fluent at text messaging have better literacy skills than youngsters who do not use mobile phones, it was claimed today.Scientists discovered that rather than destroying their use of English, texting improves children's ability to recognise rhymes and speech patterns.The findings fly in the face of long-held views of parents and teachers who believe text messaging damages children's ability to write properly.

Researchers found children as young as five who used mobile phones are better at understanding rhymes and syllables in speech.

The study also showed that children were subconsciously practising their spelling by regularly sending text messages.

The objective has to be learning, not just getting the technology out there,” said Muir. “We are paying attention to app selection and focused on continuous improvement — we aren’t just handing equipment to teachers.”

The study randomly assigned half of the 16 kindergarten classes in the district iPads to use for 9 weeks. Each of the 266 students, were tested before and after the iPad introduction. According to the results, every class that had iPads outperformed the non-iPad classrooms in every literacy measure.

Texting and it’s impact on reading and writing “It turns out that the best texters, are the best spellers.” “The more you text, the better your literacy scores.” “The earlier you get your mobile phone, the better your literacy scores.” “What is texting?  Texting is writing and reading.” “The more practice you get in writing and reading, the better writer and reader you will be.”

“Twitter changed it’s prompt from “What are you doing?” to “What’s happening?” People are now looking more outwards instead of inwards.” “If you want to find out about an event, you are most likely to find out on Twitter before any other medium.”

Attempts to use computer technologies to enhance learning began with the efforts of pioneers such as Atkinson and Suppes (e.g., Atkinson, 1968; Suppes and Morningstar, 1968). The presence of computer technology in schools has increased dramatically since that time, and predictions are that this trend will continue to accelerate (U.S. Department of Education, 1994). The romanticized view of technology is that its mere presence in schools will enhance student learning and achievement. In contrast is the view that money spent on technology, and time spent by students using technology, are money and time wasted (see Education Policy Network, 1997). Several groups have reviewed the literature on technology and learning and concluded that it has great potential to enhance student achievement and teacher learning, but only if it is used appropriately (e.g., Cognition and Technology Group at Vanderbilt, 1996; President’s Committee of Advisors on Science and Technology, 1997; Dede, 1998)