Psychology Department, Coventry University, Coventry, UK.
Br J Dev Psychol. 2009 Mar;27(Pt 1):145-61. doi: 10.1348/026151008x320507.
This paper presents a study of 88 British 10-12-year-old children's knowledge of text message (SMS) abbreviations ('textisms') and how it relates to their school literacy attainment. As a measure of textism knowledge, the children were asked to compose text messages they might write if they were in each of a set of scenarios. Their text messages were coded for types of text abbreviations (textisms) used, and the ratio of textisms to total words was calculated to indicate density of textism use. The children also completed a short questionnaire about their mobile phone use. The ratio of textisms to total words used was positively associated with word reading, vocabulary, and phonological awareness measures. Moreover, the children's textism use predicted word reading ability after controlling for individual differences in age, short-term memory, vocabulary, phonological awareness and how long they had owned a mobile phone. The nature of the contribution that textism knowledge makes to children's word reading attainment is discussed in terms of the notion of increased exposure to print, and Crystal's (2006a) notion of ludic language use.
本文研究了 88 名 10-12 岁英国儿童对短信（SMS）缩写词（“文本语”）的了解程度，以及这种了解程度与他们学校读写能力的关系。作为文本语知识的一种衡量标准，要求孩子们在一系列场景中编写他们可能会写的短信。对他们的短信进行了编码，以确定使用的文本缩写类型（文本语），并计算了文本语与总字数的比例，以表示文本语使用的密度。孩子们还完成了一份关于手机使用情况的简短问卷。文本语与总字数的比例与单词阅读、词汇和语音意识等方面呈正相关。此外，在控制了年龄、短期记忆、词汇、语音意识以及拥有手机时间长短等个体差异后，孩子们的文本语使用情况可以预测他们的单词阅读能力。本文还讨论了文本语知识对儿童单词阅读能力的贡献，提出了增加接触印刷品的观点和 Crystal（2006a）提出的游戏语言使用观点。
