“…Quite the opposite: several studies conducted in the United States (Drouin and Driver, 2014;Gann et al, 2010), England (De Jonge y Kemp, 2012;Plester et al 2008), France (Bernicot et al, 2014), Spain (Gómez-Camacho, 2007 andVázquez-Cano et al, 2015), and Brazil (Silva, 2014;Freitas, 2010), just to mention a few, have shown that the use of textisms cannot be related to low literacy performance. What is more: in some studies, the learners have evidenced an improvement in literacy skills, especially spelling (Wood et al, 2011;Grace and Kemp, 2015).…”