The decline in college students’ reading habits has become a pressing concern, raising questions about the root causes and potential impacts. In an editorial for Slate, Adam Kotsko, an assistant professor at North Central College, sheds light on this troubling trend and its educational implications.
Kotsko highlights a noticeable decline in college students’ reading resilience over the past five years, heavily influenced by the COVID-19 pandemic. Despite his previous baseline expectation of assigning around 30 pages of reading per ng, students now exhibit reluctance towards readings exceeding 10 pages, often struggling to grasp content from even 20-page readings.
The decline in reading resilience predates the pandemic, suggesting underlying issues beyond the immediate impact of school closures. Kotsko speculates on potential factors contributing to this trend, including the pervasive use of smartphones for reading and the prevalence of “teach-to-test” pedagogy in primary and secondary education.
Additionally, educational approaches that prioritizeprioritizinghension over phonics education, such as the “balanced literacy” movement, may inadvertently hinder students’ ability to process unfamiliar words and engage with extended narratives. This shift towards a “vibes-based literacy” reflects broader changes in educational priorities, emphasizing standardized test scores over comprehensive learning experiences.
Kotsko expresses concern over teachers’ tendency to assign shorter excerpts to cater to standardized testing requirements rather than fostering genuine educational engagement. He advocates for a shift towards cultivating students’ abilities to follow extended narratives and arguments, regardless of their future career paths or academic levels.
As the educational landscape grapples with evolving challenges, addressing the decline in college students’ reading habits requires a multifaceted approach, prioritizing comprehensive literacy skills and meaningful educational experiences. Kotsko’s insights underscore the importance of reevaluating teaching methods and priorities to support students’ development as critical thinkers and engaged readers.