Children's text messaging: abbreviations, input methods and links with literacy - 4 views

• 
  #1 Janelle Taylor on 20 Jul 14

   

  Notes taken from the article. I was not able to annotate with Diigo.
  Link to article: http://search.ebscohost.com.oclc.fullsail.edu:81/login.aspx?direct=true&db=a9h&AN=57291996&site=ehost-live
  
  2008 statistics:
  8-11 y/o: 19% have mobile phones
  12-14 y/0: 76% have mobile phones
  14+ y/o: 69% text
  Grades 7-12: 90% avg. 11 texts per week
  
  Multipress Entry Experiments:
  British girls age 11-16 experiment conducted in 2003 by Neville:
  i. type two passages into a mobile phone- one traditional English the other textese
  ii. read two messages aloud- one in standard English the other textese
  iii. RESULTS: Writing time faster for textese & faster reading times for standard English methods
  2010 Australian experiment by Kemp w/ same parameters except the group was 22 y/o adults
  i. RESULTS were the same as above with more reading errors with messages written in textese
  
  
  "These findings converge on the important conclusion that while the use of textisms makes writing more efficient for the message sender, it costs the receiver more time to read it."
  
  The use of text prediction leads to phonological awareness increase, but spelling suffers
  
  Word prediction texters faster at reading and sending text messages
  Multipress Entry texters slower at reading and sending text messages
  "This suggests that exposure to textese does not improve reading fluency, either overall, or specifically for textese."
  
  
  APA format: Kemp, N. N., & Bushnell, C. C. (2011). Children's text messaging: abbreviations, input methods and links with literacy. Journal Of Computer Assisted Learning, 27(1), 18-27. doi:10.1111/j.1365-2729.2010.00400.x

   

  <div class="cArrow"> </div><div class="cContentInner">Notes taken from the article. I was not able to annotate with Diigo. <br /> Link to article: <a href="http://search.ebscohost.com.oclc.fullsail.edu:81/login.aspx?direct=true&db=a9h&AN=57291996&site=ehost-live" target="_blank" rel="nofollow">http://search.ebscohost.com.oclc.fullsail.edu:81/login.aspx?direct=true&db=a9h&AN=57291996&site=ehost-live</a> <br /> <br /> 2008 statistics: <br /> 8-11 y/o: 19% have mobile phones <br /> 12-14 y/0: 76% have mobile phones <br /> 14+ y/o: 69% text <br /> Grades 7-12: 90% avg. 11 texts per week <br /> <br /> Multipress Entry Experiments: <br /> British girls age 11-16 experiment conducted in 2003 by Neville: <br /> i. type two passages into a mobile phone- one traditional English the other textese <br /> ii. read two messages aloud- one in standard English the other textese <br /> iii. RESULTS: Writing time faster for textese & faster reading times for standard English methods <br /> 2010 Australian experiment by Kemp w/ same parameters except the group was 22 y/o adults <br /> i. RESULTS were the same as above with more reading errors with messages written in textese <br /> <br /> <br /> "These findings converge on the important conclusion that while the use of textisms makes writing more efficient for the message sender, it costs the receiver more time to read it." <br /> <br /> The use of text prediction leads to phonological awareness increase, but spelling suffers <br /> <br /> Word prediction texters faster at reading and sending text messages <br /> Multipress Entry texters slower at reading and sending text messages <br /> "This suggests that exposure to textese does not improve reading fluency, either overall, or specifically for textese." <br /> <br /> <br /> APA format: Kemp, N. N., & Bushnell, C. C. (2011). Children's text messaging: abbreviations, input methods and links with literacy. Journal Of Computer Assisted Learning, 27(1), 18-27. doi:10.1111/j.1365-2729.2010.00400.x</div>

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• 
  #2 Janelle Taylor on 20 Jul 14

   

  Screenshot of the 12 ways to categorize textisms via Kemp's research. We can add it to the presentation if the group wants to.
  
  http://s1368.photobucket.com/user/jetaylor89/media/12textismclassificationcategories_zpsee9db46a.png.html
  
  APA Format: De Jonge, S., & Kemp, N. (2012). Text-message abbreviations and language skills in high school and university students. Journal Of Research In Reading, 35(1), 49-68. doi:10.1111/j.1467-9817.2010.01466.x

   

  <div class="cArrow"> </div><div class="cContentInner">Screenshot of the 12 ways to categorize textisms via Kemp's research. We can add it to the presentation if the group wants to. <br /> <br /> <a href="http://s1368.photobucket.com/user/jetaylor89/media/12textismclassificationcategories_zpsee9db46a.png.html" target="_blank" rel="nofollow">http://s1368.photobucket.com/user/jetaylor89/media/12textismclassificationcategories_zpsee9db46a.png.html</a> <br /> <br /> APA Format: De Jonge, S., & Kemp, N. (2012). Text-message abbreviations and language skills in high school and university students. Journal Of Research In Reading, 35(1), 49-68. doi:10.1111/j.1467-9817.2010.01466.x</div>

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