Strong claims have regularly been made in the popular media about the alleged negative effects of young people's language use in written exchanges via digital media (what is known as ). This is especially believed to affect their reading and writing skills. However, the scientific research literature has hardly confirmed such effects. Its conclusions are generally based on cross-sectional comparisons between individuals who differ in how much they exchange written messages via digital media. In contrast, the present study examines to what extent per-country changes in the prevalence of online chatting coincide with changes in the reading literacy of consecutive student cohorts. This approach presents a novel perspective. The findings relate to data from the Programme for International Student Assessment (PISA) surveys conducted during 2000–2018. The data analysis showed a strong correlation between variations in per-country patterns regarding the spread of online chatting during 2000–2018 and changes in the reading literacy of 15-year-olds. Countries with low chatting prevalence in 2009 showed substantial improvement in reading literacy from 2000 to 2009. These trends typically reversed to declines when after 2009, online chatting prevalence sharply increased in those countries. A contrasting pattern applied to countries with high chatting prevalence in 2009 and decelerating growth in online chatting afterward.

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研究在线聊天与 PISA 阅读素养趋势之间的关系（2000-2018）

大众媒体经常强烈声称年轻人通过数字媒体（即所谓的）在书面交流中使用语言会产生负面影响。这尤其被认为会影响他们的阅读和写作技能。然而，科学研究文献几乎没有证实这种效果。其结论通常基于个人之间的横断面比较，这些人通过数字媒体交换书面信息的程度存在差异。相比之下，本研究探讨了每个国家在线聊天流行程度的变化在多大程度上与连续学生群体的阅读素养变化相一致。这种方法提出了一种新颖的视角。研究结果与 2000 年至 2018 年期间进行的国际学生评估计划 (PISA) 调查数据相关。数据分析显示，2000 年至 2018 年期间每个国家在线聊天传播模式的差异与 15 岁儿童阅读素养的变化之间存在很强的相关性。 2009 年聊天普及率较低的国家在 2000 年至 2009 年期间的阅读素养显着提高。2009 年之后，这些国家的在线聊天普及率急剧上升，这些趋势通常会逆转为下降趋势。 2009 年聊天普及率较高的国家/地区采用了一种对比模式，此后在线聊天增长放缓。