Does Text Messaging Have an Effect on Student Literacy?
April 5, 2011 13:36 by Nina
Although parents and teachers have long feared that texting abbreviations would doom literacy among children, an increasing amount of research has shown that texting actually improves spelling among students.
In one particular study, 114 students aged 9-10 who had never previously used a cell phone were recruited and split into two groups. Half were given cell phones to use in their leisure time and were periodically evaluated over ten weeks in both reading and spelling.
At the end of the evaluation, researchers noted there was no sign that texting was problematic. Although the benefits of texting were not apparent within ten weeks, researchers cited previous reports in which texting has shown noticeable improvement in reading, spelling and phonological skills.
In addition to finding that the use of textual abbreviations drives spelling development, research found that the more students text, the more they engage in language play, which leads to fluency. And even though some teachers see text abbreviations sometimes slip into formal student work, researchers say that it is not a detriment. Source: http://www.schoolannouncement.com/blog/post/2011/04/05/Does-Text-Messaging-Have-an-Effect-on-Student-Literacy.aspx
Talking on the phone is so old school. Most teens today prefer texting. About 75 percent of 12- to 17-year-olds in the United States own cellphones, and 75 percent of these teens send text messages, according to the Pew Research Center's Pew 2010 Internet and American Life Project. More than half of these teens text daily. With texting outpacing other forms of communication, you have to wonder how this technology shift alters the social lives and behavior of today's teens. Teen Texting Patterns
Two-thirds of the teens surveyed in the Pew research study reported that they are more apt to text with their cellphones than use them for spoken conversation....
Please join StudyMode to read the full document