UCLA study finds children's cellphone ownership lowers reading comprehension

A research team from the University of California, Los Angeles, led by psychology professor Patricia Greenfield, discovered that elementary‑school children who own personal cellphones score lower on reading‑comprehension tests. The study examined third‑ and sixth‑grade students from public schools in Antelope Valley and Coptic Church schools in Los Angeles County, representing a culturally and linguistically diverse population. Results showed the reading gap persisted regardless of whether the phone was present during testing, the child's primary language, or the grade level, indicating that mere ownership—not classroom distraction—is linked to weaker reading skills.

The findings suggest parents and educators should reconsider giving young children personal phones, as the impact appears consistent across ages and language backgrounds. Researchers emphasized the need for further investigation into the mechanisms behind the association.