Question:make a narrative essay on "cell phones in young children"
consisting of 5 paragraphs introduction, thesis,...
Question
make a narrative essay on "cell phones in young children"
consisting of 5 paragraphs introduction, thesis,...
make a narrative essay on "cell phones in young children"
consisting of 5 paragraphs introduction, thesis, contents (3
arguments) and conclusion, include references.
As every American parent knows, the cell phone has become the
modal form of adolescent communication. According to one study, 75%
of U.S. 12–17 year olds owned a cell phone in 2010, compared with
45% in 2004.Cell phones are becoming more common at the elementary
school level as well; in 2010, 31% of 8 to 10 year olds had access
to a cell phone.Children are enthusiastic users of cell phones.
Parents also benefit from the additional security of being in touch
with their child and knowing their location.Because of the young
ages at which children begin to use such phones, the amount of time
spent, and the disparity in access across socioeconomic groups, it
is important to understand the link between cell phone use and the
development of traditional literacy skills, a core schooling goal
for preteens and teens.
The concern about the greater use of the cell phone by children
leading to less reading achievement has focused primarily on voice
communication. Because it is a social medium, children who spend a
lot of time talking on the cell phone may read less and spend less
time on their studies. The reason why cell phone use for voice
communication could undermine children’s reading is that of
displacement, a commonly documented hazard of increased electronic
media use.
The authors found an inverse correlation between these
indicators and reading and spelling scores on the Wide Range
Achievement Test, but these results did not hold after text message
frequency was partialed out. One other study of young adults found
positive effects of text messaging on reading that were context
specific. This research on young U.S. adults 18–25 found a positive
association between textism usage and informal writing, but a
negative association with formal writing.
One of the most important conclusions is that family factors
have much stronger effects on children’s word decoding and
comprehension than does their child’s or adolescent’s use of the
cell phone.Children whose parents were better educated, who had
higher family incomes, who had fewer siblings, and who lived in
urban areas were more likely to own or share a cell phone. Children
are also more likely to have access as they age into adolescence,
when more than 8 out of 10 use such a phone.
Lenhart A, Ling R, Campbell S, Purcell K. Teens and Mobile
Phones (Tech. Rep. No. April 20) Washington, DC: Pew Internet &
American Life Project; 2010.
Rideout V, Foehr U, Roberts D. Generation M2: Media in the
lives of 8–18 year-olds. Menlo Park, CA: Kaiser Family Foundation;
2010.
Ling R. Children, youth, and mobile communication. Journal of
Children & Media. 2007;1:60–67.
Anderson DR, Huston AC, Schmitt KL, Linebarger DL, Wright JC
Monogr Soc Res Child Dev. 2001; 66(1):I-VIII, 1-147.