This has led to the assumption that characteristics of textese may leak into children’s general writing, ultimately resulting in language deterioration. In this register, children make use of phonetic replacements, such as ur instead of your and acronyms, such as lol and drop words (e.g. One well-known feature of children’s text messages is that they do not always adhere to conventional written language rules and use a register that is called textese. With children’s increasing use of mobile phones, concerns have been raised about its influence on their literacy skills. On the other hand, use of textese does not affect-positively nor negatively-children’s executive functions. Hence, our results show that textese is positively related to children’s grammar performance. Although textisms correlated (marginally) significantly with vocabulary, grammar and selective attention scores and omissions marginally significantly with vocabulary scores, no other significant effects were obtained for measures of textese in the regression analyses: neither for the language outcomes, nor for the executive function tasks. Regression analyses showed that omissions were a significant predictor of children’s grammar performance after various other variables were controlled for: the more words children omitted in their text messages, the better their performance on the grammar task. In addition, text messages were elicited and the number of omissions and textisms in children’s messages were calculated. To investigate this, 55 children between 10 and 13 years old were tested on a receptive vocabulary and grammar performance (sentence repetition) task and various tasks measuring executive functioning. Consequently, the secondary aim of this study was to find out whether textese affects children’s executive functions. Additionally, studies have not yet investigated the influence of textese on children’s cognitive abilities. Therefore, the main aim of this study was to investigate whether the use of textese influences children’s grammar performance, and whether this effect is specific to grammar or language in general. In addition, it is possible that children’s grammar system is affected by textese as well, as grammar rules are often transgressed in this register. Previous studies have shown that textese has a positive effect on children’s literacy abilities. This register allows the omission of words and the use of textisms: instances of non-standard written language such as 4ever (forever). When sending text messages on their mobile phone to friends, children often use a special type of register, which is called textese.
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