Texting improves children's learning

Texting can improve children’s literacy, a study suggests.

Contrary to claims that text language is detrimental to pupils’ learning, researchers say the use of word play in texting requires an awareness of how sounds relate to written English, improving spelling.

During the year-long study by University of Coventry of 63 pupils in England, Dr Wood said he found text language "was actually driving the development of phonological awareness and reading skill in children".

So far in the study researchers say they have not found a negative link between using text abbreviations and literacy skills.

The research, which was part-funded by the British Academy, suggests texting requires the same "phonological awareness" needed to learn correct spellings. Meaning when pupils replace or remove sounds, letters or syllables - such as "l8r" for "later" – there is an understanding of what the original word should be.

Instead of texting being a destructive influence, the academics argue it offers learners a chance to "practise reading and spelling on a daily basis". 

They say that using abbreviations and understanding phonetics and rhymes is part of texting, but it is also part of successful reading and spelling development.

"If we are seeing a decline in literacy standards among young children, it is in spite of text messaging, not because of it," said Clare Wood, reader in developmental psychology.

A final report of the year-long study is expected next year.