Correlation Between Screen Time and Speech and Language Skills Among Preschool-Aged Children

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Published: May 15, 2026
Keywords:
Screen time, Speech and language skills, Preschool-aged children, Digital media exposure, Language development

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Siti Marwanis Anua
School of Health Sciences, Health Campus Universiti Sains Malaysia, 16150 Kubang Kerian, Kelantan
Nur Qurratu’Aina Norazwan
Speech Pathology Programme, School of Health Sciences, Health Campus Universiti Sains Malaysia, 16150 Kubang Kerian, Kelantan.
Nur Baiti Inayah Zulkifli
Department of Audiology and Speech-Language Pathology, Kulliyyah of Allied Health Sciences, International Islamic University Malaysia, 25200 Kuantan Campus, Pahang.
Jamilah Shaari
Speech Pathology Programme, School of Health Sciences, Health Campus Universiti Sains Malaysia, 16150 Kubang Kerian, Kelantan.

Abstract

Introduction: The increasing prevalence of screen media usage among young children has raised concerns about its potential effects on various aspects of development, particularly speech and language development. Therefore, this study aims to examine the screen time of children aged 4 and 5 years old and its correlation with their speech and language scores. Materials and Methods: A total of 45 parents employed at a university took part in this cross-sectional study, which utilised an online self-administered Speech and Language Assessment Scale (SLAS) questionnaire to gather necessary data. Descriptive statistics were used to summarise sociodemographic characteristics and screen time patterns. The Spearman rank correlation was used to examine the correlation between screen time and speech and language scores. Results: On average, young children spent 1.96 hours per day engaged in screen time, with passive content being the most commonly watched, followed by interactive and educational content. Statistical analysis revealed a significant inverse correlation between total screen time and speech and language scores (p=0.001), suggesting that increased screen time is associated with lower speech and language skills. Notably, specific domains such as assertiveness, responsiveness, semantics, syntax, and articulation were adversely affected by higher levels of screen use. Conclusion: In conclusion, this study highlights the critical role of parental supervision in managing children's screen time and underscores the importance of promoting activities that foster face-to-face interaction and support speech and language development.

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How to Cite
Anua, S. M., Norazwan, N. Q., Zulkifli, N. B. I., & Shaari, J. (2026). Correlation Between Screen Time and Speech and Language Skills Among Preschool-Aged Children. Malaysian Journal of Medicine and Health Sciences, 22(3), 1–8. Retrieved from http://mjmhsojs.upm.edu.my/index.php/mjmhs/article/view/1559
Issue
Vol. 22 No. 3 (2026)
Section
Original Articles

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