Reading, screen exposure, and the developing brain in childhood and adolescence: A topical review

Childhood is increasingly unfolding in media environments unlike those that shaped earlier generations. As reading engagement declines and screen exposure expands, an important developmental question emerges: do these experiences place different demands on the developing brain? This topical review examines selected neuroimaging findings on reading and screen exposure in childhood and adolescence, with particular attention to white matter organization and functional connectivity. The literature on reading is comparatively more consistent, linking literacy development to neural systems involved in language, attention, and cognitive control. By contrast, findings on screen exposure are more heterogeneous, partly because screen use encompasses activities that differ in pace, interactivity, and cognitive demand, and partly because much of the available evidence concerns problematic or excessive use rather than ordinary digital experience. Overall, the review suggests that reading and screen exposure should not be treated as equivalent developmental experiences.