Children, Cell Phones, and Reading Comprehension

In the last several years, reading comprehension has declined during elementary school in the U.S. Are cell phones to blame? There is a dearth of evidence concerning the cell phone impact on reading comprehension at the elementary school level. Our primary question was whether acquisition of a phone would be negatively related to the reading comprehension performance of third- and sixth-grade children. More specifically, would notifications or the mere presence of a phone reduce the concentration required for an optimal reading comprehension performance? Among 106 children, we studied 55 children in a sixth-grade group and 51 children in a third-grade group. The sample was linguistically diverse: English was the home language for 42%, Arabic for 30%, and Spanish for 28%. The experimental procedure used a repeated-measures design: Participants who brought phones to school the day of the study took a grade-appropriate reading comprehension test from the DIBELS 8th edition with their phone next to them and a different test from the same battery without their phone nearby or in sight. Participants who did not have a phone with them also took two reading comprehension tests from the DIBELS 8th edition; they were the same tests taken by participants in the experimental portion of the study who had phones with them. All participants completed a short survey about phone ownership and use, along with demographic questions. There was no effect of the experimental conditions on reading comprehension: Whether or not a child had their phone in sight made no difference to their reading comprehension performance. Nor did reading comprehension differ for students with or without phones at school the day of the study. This absence of short-term effects contrasted with the presence of long-term relationships: Possessing a personal cell phone was significantly associated with lower reading comprehension scores across the whole sample. However, for participants from non-English-speaking homes who had their own phones, reading comprehension was significantly better the earlier a child began texting and had access to games on their phone. For children from English-speaking homes who had their own phones, neither early mobile game access nor earlier initiation of texting was associated with better reading comprehension.