Sandra L. Hofferth|Ui Jeong Moon
Cell phone use and child and adolescent reading proficiency.
University of Maryland, College Park|University of Maryland, College Park
study examined association cell phone use including minutes spent talking number text messages sent two measures childrens reading proficiency tests word decoding reading comprehension united states data drawn child development supplement panel study income dynamics nationally representative survey 1147 children 1018 2009 children whose parents better educated higher family incomes fewer siblings lived urban areas likely share cell phone among access phone children spent time talking phone less proficient word decoding whereas children spent time sending text messages greater reading comprehension although girls spent time texting boys gender differences association time spent talking number text messages sent achievement spite racialethnic differences cell phone use levels racialethnic differences association cell phone use reading proficiency