The reading performance of U.S. 15-year-old students is influenced by multiple factors, yet prior research on first-level digital divide indicators, such as access to home computers, internet connectivity, and information and communication technology (ICT) devices, has yielded mixed results. This study investigates the relationship between home technology access and reading achievement among U.S. 15-year-olds using data from the 2018 Program for International Student Assessment (PISA). After listwise deletion of missing ICT data, the analytic sample included 4565 students from 164 U.S. schools. Reading achievement was measured using ten plausible values reflecting students’ ability to locate, understand, and evaluate textual information. We employed survey-weighted regression with progressive model development, conducting ten separate analyses and synthesizing results using Rubin’s rules to account for measurement uncertainty. Findings revealed that basic technology access explained 10.6% of the variance in reading performance. Consistent computer access at home was associated with higher achievement. However, internet access presented nuanced effects: students with internet access but no reported use performed worse than those without access, while active users showed positive associations. ICT device quantity exhibited a curvilinear relationship with optimal reading performance linked to ownership of around 8–9 devices, declining thereafter. These results underscore that while first-level digital divide indicators are associated with reading outcomes, access alone is not sufficient. Engagement patterns and moderated device use are key to maximizing educational benefits.
