Researchers from Coventry University carried out a longitudinal study to investigate whether “text speak” had any detrimental impact on grammatical development and other related literacy and language skills over the course of a year. They assessed the spelling, grammar, understanding of English, and IQ of three groups of children and young people (83 primary school children, 78 secondary school children, and 49 undergraduates), and compared those skills with a sample of their text messages.
There was no evidence of any significant relationships between poor grammar in text messages and their understanding of written or spoken grammar. For the primary school children, there was an association between punctuation errors in text messages and spelling ability. Children who made fewer punctuation errors when texting tended to be better at spelling and quicker to process writing than those who made more errors in their text messages.
For the undergraduate group, there was some evidence of a link between punctuation errors in text messages and the spelling ability and grammatical understanding of participants. However, this link was weak, and researchers concluded that it was probably related to children’s IQ score.
Source: Text messaging and grammatical development (2012), Nuffield Foundation