Background: Since the emergence of COVID-19, children have been using screens more frequently. Increased screen time has been linked to decreased brain white matter networks' microstructural integrity, which supports language and literacy abilities.
Objectives: To evaluate the association between excessive screen time and learning disabilities among preschool children.
Patients and Methods: This cross-sectional study was conducted on 80 children, aged 4.5-6.5 years, who were attending routine preschool assessment at the phoniatric clinic of the Hearing and Speech Institute, Cairo, Egypt, from October 2022 to April 2023. Children were classified according to screen time into <2h/day, 2-4 h/day, and >4h/day. The learning disabilities were assessed in all children using standardized tests, such as the Stanford-Binet Intelligence Scales and emergent literacy test.
Results: Overuse of screens was linked to poorer visual processing, auditory processing, and auditory memory functions but did not influence visual memory. Increased screen usage was also linked to lower overall working memory and emergent literacy scores. The time spent using screens since birth was substantially inversely related to memory development.
Conclusion: Prolonged screen time was significantly associated with learning disabilities by negatively affecting auditory and visual processing, working memory, and emergent literacy skills among preschool children.