- Cellphone ownership correlates with lower reading comprehension in elementary school children, regardless of whether the phone is brought to school.
- The negative relationship between phone ownership and reading scores holds for both English and non-English speaking students.
- For children from non-English speaking homes, earlier texting on a phone is associated with better reading comprehension.
- School cellphone bans may not improve reading scores, but could enhance social skills through increased in-person interaction.