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Table 5 Adjusted odds ratios and synergy indexes (95% CI) for language comprehension and expressive language skills difficulties by combination of mobile device screen time and factors related to the domestic learning environment

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

 

Language comprehension difficulties

OR (95% CI)

(n = 28,141)

Expressive language skills difficulties

OR (95% CI)

(n = 28,141)

Mobile device screen timea and parental educationb

  

Low mobile device screen time and medium/long education

1

1

Low mobile device screen time and short education

1.72*** (1.57, 1.88)

1.30*** (1.19, 1.41)

High mobile device screen time and medium/long education

1.93*** (1.64, 2.27)

1.72*** (1.47, 2.02)

High mobile device screen time and short education

2.80*** (2.41, 3.25)

1.94*** (1.65, 2.27)

Synergy index (SI)

SI:1.09 (0.83, 1.44)

SI: 0.92 (0.62, 1.37)

Mobile device screen timea and child TV/PC screen timea, c

  

Low mobile device screen time and low TV/PC screen time

1

1

Low mobile device screen time and high TV/PC screen time

1.51*** (1.35, 1.68)

1.38*** (1.23, 1.54)

High mobile device screen time and low TV/PC screen time

1.91*** (1.65, 2.20)

1.71*** (1.48, 1.98)

High mobile device screen time and high TV/PC screen time

2.20*** (1.89, 2.56)

1.87*** (1.59, 2.19)

Synergy index (SI)

SI: 0.85 (0.61, 1.19)

SI: 0.79 (0.53, 1.20)

Mobile device screen timea and frequency of reading to the childd, e

  

Low mobile device screen time and frequent reading

1

1

Low mobile device screen time and infrequent reading

2.13*** (1.95, 2.32)

1.74*** (1.60, 1.90)

High mobile device screen time and frequent reading

1.52*** (1.27, 1.82)

1.55*** (1.30, 1.84)

High mobile device screen time and infrequent reading

3.49*** (3.03, 4.02)

2.52*** (2.17, 2.93)

Synergy index (SI)

SI: 1.51*** (1.17, 1.93)

SI: 1.18 (0.87, 1.61)

  1. * p < 0.05, **p < 0.01, ***p < 0,001
  2. aHigh: ≥1 h during a normal weekday vs. low: <1 h during a normal weekday
  3. bAdjusted for child gender and age, parental employment, migration status, mental well-being, preoccupation with smartphone, reading to the child and child screen time on TV/PC
  4. cAdjusted for child gender and age, parental education, employment, migration status, mental well-being and preoccupation with smartphone, and reading to the child
  5. dFrequent: daily or almost daily vs. infrequent: two times a week or less
  6. eAdjusted for child gender and age, parental education, employment, migration status, mental well-being, preoccupation with smartphone and child screen time on TV/PC
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