Clare Wood|Nenagh Kemp|Sam Waldron|Lucy Hart
Grammatical understanding, literacy and text messaging in school children and undergraduate students: A concurrent analysis
Coventry University|University of Tasmania|Coventry University|Coventry University
recent research demonstrated use texting slang text messaging appear impact negatively children young peoples literacy may even benefit childrens spelling attainment however less attention paid impact text messaging childrens young peoples understanding grammatical forms study examined interrelationships 243 children undergraduate students grammatical violations made text messaging performance assessments spoken written grammatical understanding orthographic processing conventional spelling ability children found make significantly capitalisation punctuation errors use unconventional punctuation frequently adults length messages taken account primary secondary school children relationship tendency make grammatical violations texting understanding conventional grammar orthography young adult sample evidence association tendency make capitalisation punctuation errors texting poorer performance selecting grammatically correct orthographic representation pseudoword relationship remained controlling individual differences undergraduates iq spelling ability overall little evidence ungrammatical texting behaviour linked grammatical understanding knowledge orthographic representations language children however evidence young adults violation grammatical conventions texting may linked limited understanding grammaticallyrelated orthographic conventions