Mobile device screen time is associated with poorer language development among toddlers: results from a large-scale survey

Table 4 Crude and adjusted odds ratios for language comprehension and expressive language skills difficulties

	Language comprehension difficulties OR (95% CI)			Expressive language skills difficulties OR (95% CI)
	Model 1 Crude (n = 31,125)	Model 2 Adjusted^b (n = 28,273)	Model 3 Fully adjusted^c (n = 28,141)	Model 1 Crude (n = 31,125)	Model 2 Adjusted^b (n = 28,273)	Model 3 Fully adjusted^c (n = 28,141)
Mobile devices screen time during a normal weekday
No screen (reference)	1	1	1	1	1	1
< 1 h	0.98 (0.90, 1.07)	0.93 (0.85, 1.02)	0.91 (0.83, 1.01)	0.89** (0.81, 0.96)	0.88*** (0.81, 0.97)	0.88** (0.80, 0.96)
1–2 h	1.98*** (1.76, 2.24)	1.57*** (1.37, 1.80)	1.30*** (1.13, 1.49)	1.57*** (1.38, 1.78)	1.38*** (1.20, 1.58)	1.19* (1.03, 1.37)
> 2 h	3.68*** (2.94, 4.60)	2.16*** (1.68, 2.80)	1.42* (1.08, 1.88)	3.12*** (2.48, 3.92)	2.03*** (1.57, 2.63)	1.46** (1.10, 1.93)

* p < 0.05, **p < 0.01, ***p < 0,001
^aDefined as a score at or above the 90th percentile on the respective language development scales
^bAdjusted for child gender and age, parental education, employment and migration status
^cAdjusted for child gender and age, parental education, employment, migration status, mental well-being, preoccupation with smartphone, reading to the child and child screen time on TV/PC

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