Nenagh Kemp
Nenagh Kemp
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Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning
N Kemp, R Grieve
Frontiers in psychology 5, 116971, 2014
Do beez buzz? Rule–based and frequency–based knowledge in learning to spell plural–s
N Kemp, P Bryant
Child development 74 (1), 63-74, 2003
Text‐message abbreviations and language skills in high school and university students
S De Jonge, N Kemp
Journal of Research in Reading 35 (1), 49-68, 2012
Children's text messaging: Abbreviations, input methods and links with literacy
N Kemp, C Bushnell
Journal of Computer Assisted Learning 27 (1), 18-27, 2011
Phonological and orthographic spelling in high‐functioning adult dyslexics
N Kemp, RK Parrila, JR Kirby
Dyslexia 15 (2), 105-128, 2009
Children’s spelling of base, inflected, and derived words: Links with morphological awareness
N Kemp
Reading and writing 19, 737-765, 2006
Texting versus txtng: reading and writing text messages, and links with other linguistic skills
N Kemp
Writing Systems Research 2 (1), 53-71, 2010
Undergraduates’ attitudes to text messaging language use and intrusions of textisms into formal writing
A Grace, N Kemp, FH Martin, R Parrila
New Media & Society 17 (5), 792-809, 2015
Grammatical understanding, literacy and text messaging in school children and undergraduate students: A concurrent analysis
C Wood, N Kemp, S Waldron, L Hart
Computers & Education 70, 281-290, 2014
Individual differences predicting social connectedness derived from Facebook: Some unexpected findings
R Grieve, N Kemp
Computers in Human Behavior 51, 239-243, 2015
Text-messaging practices and links to general spelling skill: a study of Australian children.
C Bushnell, N Kemp, FH Martin
Australian Journal of Educational & Developmental Psychology 11, 27-38, 2011
Text messaging and literacy-The evidence
C Wood, N Kemp, B Plester
Routledge, 2013
Early word-object associations and later language development
BM Bernhardt, N Kemp, JF Werker
First Language 27 (4), 315-328, 2007
Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks
C Wood, N Kemp, S Waldron
British Journal of Developmental Psychology 32 (4), 415-429, 2014
Young children's knowledge of the" determiner" and" adjective" categories
N Kemp, E Lieven, M Tomasello
American Speech-Language-Hearing Association, 2005
Forensic scientists’ conclusions: How readable are they for non-scientist report-users?
LM Howes, KP Kirkbride, SF Kelty, R Julian, N Kemp
Forensic science international 231 (1-3), 102-112, 2013
do i know its wrong: Children’s and adults’ use of unconventional grammar in text messaging
N Kemp, C Wood, S Waldron
Reading and Writing 27, 1585-1602, 2014
Risk factors for executive function difficulties in preschool and early school‐age preterm children
S O'Meagher, N Kemp, K Norris, P Anderson, C Skilbeck
Acta Paediatrica 106 (9), 1468-1473, 2017
Push or pull? Unpacking the social compensation hypothesis of Internet use in an educational context
R Grieve, N Kemp, K Norris, CR Padgett
Computers & education 109, 1-10, 2017
Mobile technology and literacy: Effects across cultures, abilities and the lifespan
N Kemp
Journal of Computer Assisted Learning 27 (1), 1-3, 2011
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