Short message service (SMS) language and written language skills: educators’ perspectives

Geertsema, Salome; Hyman, Charene; Deventer, Chantelle van

doi:10.15700/saje.v31n4a370

Cited by 28 publications

(33 citation statements)

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“…Recent studies indicate that many such residual and persistent effects can occur into adolescence (Rescorla, 2008). According to Geertsema et al (2011) written-language challenges, such as SMS (short message system) language occurring in the adolescent age group, are usually addressed by the educators themselves. However, the educators in their study perceived the role of the speech-language therapist to be one of assessment of and intervention in spelling errors, and sentence length and complexity.…”

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confidence: 99%

“…However, Wellman (2006) suggested that there is no significant relationship between the educators' perceived roles of the speech-language therapist working in USA schools and their referral practices. Geertsema et al (2011) found that educators in the South African secondary school system perceive the role of the speech-language therapist to be one of addressing written-language difficulties in the adolescent age group. This perception is in agreement with the roles and responsibilities as set forth by ASHA (2001) andSASHLA (2013).…”

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“…Evidence-based practice within a population that is often neglected is warranted (Geertsema et al, 2011;Kathard et al, 2011;Rescorla, 2008). As school-based speech-language therapists in South Africa are generally employed in schools for learners with special educational needs (LSEN), and these populations exclude learners with average to above-average IQs such as learners with dyslexia, the current study focused on services provided to learners in mainstream secondary schools by private-practising speech-language therapists.…”

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Speech-language therapy for adolescents with written-language difficulties: The South African context

Erasmus

Schutte

Merwe

et al. 2013

South African Journal of Communication Disorders

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Objective: To investigate whether privately practising speech-language therapists in South Africa are fulfilling their role of identification, assessment and intervention for adolescents with written-language and reading difficulties. Further needs concerning training with regard to this population group were also determined.Method: A survey study was conducted, using a self-administered questionnaire. Twenty-two currently practising speech-language therapists who are registered members of the South African Speech-Language-Hearing Association (SASLHA) participated in the study.Results: The respondents indicated that they are aware of their role regarding adolescents with written-language difficulties. However, they feel that South-African speech-language therapists are not fulfilling this role. Existing assessment tools and interventions for written-language difficulties are described as inadequate, and culturally and age inappropriate. Yet, the majority of the respondents feel that they are adequately equipped to work with adolescents with written-language difficulties, based on their own experience, self-study and secondary training. The respondents feel that training regarding effective collaboration with teachers is necessary to establish specific roles, and to promote speech-language therapy for adolescents among teachers.Conclusion: Further research is needed in developing appropriate assessment and intervention tools as well as improvement of training at an undergraduate level.

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Speech-language therapy for adolescents with written-language difficulties: The South African context

Erasmus

Schutte

Merwe

et al. 2013

South African Journal of Communication Disorders

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“…Of these two sets of messages, 250 were sent by female and male users apiece for both sets. The first set of txt messages was obtained from the personal mobile phones of 10 private users in Mthatha (South Africa) who were asked to save, retrieve and transcribe (as accurately as possible) SMSs they received from adult senders over this period of time (see Farina & Lyddy, 2011;Geertsema, Hyman & Van Deventer, 2011;Katz & Aakhus, 2002;Ling & Yttri, 2002;Njemanze, 2012;Oyinloye, 2009;Thurlow & Brown, 2003). The second set of txt messages was sourced from the SMSs the viewers sent to a South African television programme -One -hosted by the South African Broadcasting Corporation (SABC) TV channel SABC 1 once per week.…”

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confidence: 99%

Gender, Identity, and Language Use in Web Discussion Forum and Mobile Phone Txt Messages

Chaka

2016

GENEROS

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This study explored and compared both online and txt (text) messaging gender and identity construction and language use among adult males and females. The online gender and identity construction and language use concerned adult males and females who participated in a web discussion forum (WDF) while the txt messaging gender and identity construction and language use related to adult male and female users of mobile technologies from South Africa. Online and MP txt messaging gender and identity construction and language use were examined in terms of the disclosure of personal information, sexual identity, emotive features and semantic themes (Huffaker & Calvert, 2005). Some of the findings of this study are as follows: both females and males investigated tended to construct their identities both similarly and differently depending on the form of technology employed; in both the WDF and MP messages, more females tended to employ emoticons than did males and the same was true of the emotive traits related to expressive language; the two genders engaged in intimate topics in varying degrees; and both genders seemed to employ passive and cooperative language very nearly similarly.Keywords: gender, identity, language use, web discussion forum, txt messages GÉNEROS -Multidisciplinary Journal of Gender Studies Vol. 5 No. 3 October 2016 pp. 1126-1151 ResumenEste estudio explora y compara tanto la construcción de la identidad y del género como el uso del lenguaje en mensajes en línea y de texto (txt) por parte de hombres y mujeres adultos. El análisis de la construcción de la identidad y del género así como el uso del lenguaje realizado online implicó a hombres y mujeres adultos participantes en un Foro de Discusión Web (WDF); mientras que el análisis de la construcción de la identidad y del género y el uso del lenguaje en los mensajes de texto implicó a usuarios y usuarias de tecnología móvil en Sudáfrica. La construcción de la identidad y el género y el uso del lenguaje en mensajes online y de texto fueron analizados a partir de las categorías de divulgación de información personal, identidad sexual, características emocionales y temas semánticos (Huffaker & Calvert, 2005). Algunos de los hallazgos de este estudio son: tanto los hombres como las mujeres investigados tienden a construir sus identidades de manera similar y diferente en función de la tecnología empleada; tanto en la WDF como en los mensajes txt, las mujeres tendieron a utilizar más emoticonos que los hombres y lo mismo sucedió con la expresión de emociones; ambos sexos abordaron temas íntimos en diversos grados; y ambos sexos parecieron emplear de manera casi similar el lenguaje pasivo y cooperativo.Palabras clave: género, identidad, uso del lenguaje, fórum web, mensajes de texto GÉNEROS -Multidisciplinary Journal of Gender Studies, 5(3) 1128ender, identity and language are mainly conceptualised as interconnected. In much gender and identity studies literature (Cameron, 1998; Lewis & Mills, 2003; Mills, 2003a, b, c;Wodak, 1997), both gender and i...

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Background and Aim: Outcome measures in occupational therapy (OT) a 3-6 year waiting list to get a place in an ASD-specific school 7,8 . Therefore, particularly at the pre-school stage, most parents rely on therapy services in an under-resourced public healthcare sector and non-profit organisations for support and intervention.

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Development of an Occupational Performance Questionnaire for preschool children with Autistic Spectrum Disorder

Wallace

Franzsen

Potterton

2016

S. Afr. j. occup. ther

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Short message service (SMS) language and written language skills: educators’ perspectives

Cited by 28 publications

References 2 publications

Speech-language therapy for adolescents with written-language difficulties: The South African context

Speech-language therapy for adolescents with written-language difficulties: The South African context

Gender, Identity, and Language Use in Web Discussion Forum and Mobile Phone Txt Messages

Development of an Occupational Performance Questionnaire for preschool children with Autistic Spectrum Disorder

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