<p>According to researchers at the University of Coventry, children who regularly use the abbreviated language of text messages are actually improving their ability to spell.<br />"Texting requires the same phonological awareness needed to learn correct spellings. So when pupils replace or remove sounds, letters or syllables - such as 'l8r' for 'later' or 'hmwrk' for 'homework' - it requires an understanding of what the original word should be," the researchers said.<br />Pointing out that text language uses word play and requires an awareness of how sounds relate to written English, they said, "this link between texting and literacy has proved a surprise."<br />The study of 63 pupils, eight- to 12-year-olds, also suggests that children who regularly use text language - with all its mutations of phonetic spelling and abbreviations - also appear to be developing skills in the more formal use of English.<br />Instead of texting being a destructive influence on learners, the academics argue that it offers them a chance to "practise reading and spelling on a daily basis". <br /><br />"Using initials and abbreviations and understanding phonetics and rhymes are part of texting - but they are also part of successful reading and spelling development," said Dr Clare Wood, a reader in developmental psychology.<br />The use of text language "was actually driving the development of phonological awareness and reading skill in children," Wood said.<br />"If we are seeing a decline in literacy standards among young children, it is in spite of text messaging, not because of it," he concluded.<br />The findings are part of an interim report of the year-long study part-funded by the British Academy. The final report is expected next year, BBC reported. <br /></p>
<p>According to researchers at the University of Coventry, children who regularly use the abbreviated language of text messages are actually improving their ability to spell.<br />"Texting requires the same phonological awareness needed to learn correct spellings. So when pupils replace or remove sounds, letters or syllables - such as 'l8r' for 'later' or 'hmwrk' for 'homework' - it requires an understanding of what the original word should be," the researchers said.<br />Pointing out that text language uses word play and requires an awareness of how sounds relate to written English, they said, "this link between texting and literacy has proved a surprise."<br />The study of 63 pupils, eight- to 12-year-olds, also suggests that children who regularly use text language - with all its mutations of phonetic spelling and abbreviations - also appear to be developing skills in the more formal use of English.<br />Instead of texting being a destructive influence on learners, the academics argue that it offers them a chance to "practise reading and spelling on a daily basis". <br /><br />"Using initials and abbreviations and understanding phonetics and rhymes are part of texting - but they are also part of successful reading and spelling development," said Dr Clare Wood, a reader in developmental psychology.<br />The use of text language "was actually driving the development of phonological awareness and reading skill in children," Wood said.<br />"If we are seeing a decline in literacy standards among young children, it is in spite of text messaging, not because of it," he concluded.<br />The findings are part of an interim report of the year-long study part-funded by the British Academy. The final report is expected next year, BBC reported. <br /></p>