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A British study published in the Journal of Computer Assisted Learning found a positive correlation between texting and literacy, concluding that texting was “actually driving the development of phonological awareness and reading skill in children.” In other words, contrary to what you might think when faced with “creative” usages such as ur for your, 2 for to, and w8 for wait, kids who text may be stronger readers and writers than those who don’t.

To abbreviate message as msg or tonight as 2nite, you have to understand how sounds and letters work, or how words are put together. Texting encourages students to think about these relationships, helping them to understand how words are built. A study in the Australian Journal of Educational Development & Psychology showed that texting improves spelling because it increases these phonological skills.

Abbreviations are a natural part of the evolution of language. OK, the most popular American word in the world, was invented during the age of the telegraph, because it was concise. Teachers found OK as inappropriate then as they do c u l8r today. But OK found its way into our lexicon soon enough, and these days we couldn’t do without it. The most popular textisms are already becoming official: The Oxford English Dictionary added OMG last year. New technologies—from the printing press to the telegraph to the cell phone—inevitably inspire new spelling, new abbreviations, and new words.

The report, IT Opportunities in the Education Market, revealed that 78 percent of K-12 teachers and administrators believe technology has positively impacted the classroom and the productivity of students. Roughly 65 percent of educators surveyed also believe that students are more productive today than they were three years ago due to the increased reliance on technology in the classroom.

You wouldn’t think so, however, if you consulted the Census Bureau and the National Endowment for the Arts, who, since 1982, have asked thousands of Americans questions about reading that are not only detailed but consistent. The results, first reported by the N.E.A. in 2004, are dispiriting. In 1982, 56.9 per cent of Americans had read a work of creative literature in the previous twelve months. The proportion fell to fifty-four per cent in 1992, and to 46.7 per cent in 2002. Last month, the N.E.A. released a follow-up report, “To Read or Not to Read,” which showed correlations between the decline of reading and social phenomena as diverse as income disparity, exercise, and voting. In his introduction, the N.E.A. chairman, Dana Gioia, wrote, “Poor reading skills correlate heavily with lack of employment, lower wages, and fewer opportunities for advancement.”

More alarming are indications that Americans are losing not just the will to read but even the ability. According to the Department of Education, between 1992 and 2003 the average adult’s skill in reading prose slipped one point on a five-hundred-point scale, and the proportion who were proficient—capable of such tasks as “comparing viewpoints in two editorials”—declined from fifteen per cent to thirteen. The Department of Education found that reading skills have improved moderately among fourth and eighth graders in the past decade and a half, with the largest jump occurring just before the No Child Left Behind Act took effect, but twelfth graders seem to be taking after their elders. Their reading scores fell an average of six points between 1992 and 2005, and the share of proficient twelfth-grade readers dropped from forty per cent to thirty-five per cent. The steepest declines were in “reading for literary experience”—the kind that involves “exploring themes, events, characters, settings, and the language of literary works,” in the words of the department’s test-makers. In 1992, fifty-four per cent of twelfth graders told the Department of Education that they talked about their reading with friends at least once a week. By 2005, only thirty-seven per cent said they did.

The erosion isn’t unique to America.

A recent study from the Education Development Center and the U.S. Congress-supported Ready To Learn (RTL) Initiative found that a curriculum that involved digital media such as video games could improve early literacy skills when coupled with strong parental and teacher involvement. Interestingly, the study focused on young children, and 4- and 5-year-olds who participated showed increases in letter recognition, sounds association with letters, and understanding basic concepts about stories and print.

A study by the Education Department Center further found that low-income children are “better prepared for success in kindergarten when their preschool teachers incorporate educational video and games from the Ready to Learn Initiative.”

Even traditional games teach kids basic everyday skills, according to Ian Bogost, associate professor at the Georgia Institute of Technology and founder of software maker Persuasive Games. “Look at ‘World of Warcraft’: You’ve got 11-year-olds who are learning to delegate responsibility, promote teamwork and steer groups of people toward a common goal.”

Internet 'speeds up decision making and brain function' Internet use could improve brain function and speed up decision-making, but it comes at the expense of empathy and the ability to think in abstract terms, scientists have found.

A study of the use of areas of the brain during different activities found that it is markedly more active when carrying out an internet search than when reading a book.

The stimulation was concentrated in the frontal, temporal and cingulate areas, which control visual imagery, decision-making and memory.