When we reminisce on our elementary years, it’s hard to forget the emphasis on reading that was so ingrained into our daily routines. Whether it be the time spent during independent reading time, filling in book logs, and putting the final touches on a book report accompanied by a special drawing, reading was an integral part of our lives. As we grow up, however, some of us will struggle to even remember the last time we picked up a book for fun.
According to a research study conducted by the Pew Research Center, the percentage of teens who never or hardly ever read for fun has increased from 9% in 1984 to 27% in 2020. This decline can be attributed to cultural shifts that accompanied the rise of technology and a higher emphasis on standardized testing. Increased usage of social media has decreased the attention spans of teens, while standardized testing has forced many teachers to give students shorter-length works (and excerpts of longer works) in order to mirror the format of the reading comprehension passages students encounter on these tests. These changes are having observable impacts on students.
In her article “The Elite College Students Who Can’t Read Books,” Rose Horowitch interviewed 33 professors from universities like Columbia University, University of Chicago, and Georgetown University, who said that they have had to make changes to their curricula in order to accommodate the shorter attention spans of their students.
The article sparked debate from both professors and students in academic circles on the extent to which poor reading habits are affecting students in places of higher education. While some believe the shift is not significant, most can agree that a change is definitely present, raising the question of whether students will be prepared for higher education and even beyond.
Reading fosters essential critical thinking skills that are necessary in creating productive adults. It allows them to explore different perspectives and learn about different cultures, which improves interpersonal skills that help students thrive in all endeavors beyond the high school classroom.
In fact, increased reading is correlated with higher emotional intelligence in individuals. A study by the American Association for the Advancement of Science shows that students who read more were more likely to score higher on tests where they were assessed for being able to make inferences on what people were thinking and feeling. They were better able to show more empathy for others and better understand their emotions.
It is important to recognize, however, that the change back will take time. It’s not easy to get those same reluctant students to read full novels or plays after they’ve been accustomed to reading almost exclusively short texts for so many years. Furthermore, with all the pressures high school teachers are facing, giving them one more thing to add on to their list may seem difficult.
But the transformation to get more students reading can be initiated through gradual steps. Schools should reinstate book clubs and perhaps teachers can give credit to participating students. There should be more dialogue in classes about different perspectives across diverse texts. Reading should be implemented across all subjects – not just English class.
Schools need to transfer their focus from standardized testing to actual life skills and prioritize helping students improve not assess their abilities, leaving more time for students to indulge in different schools of thought through essential works of literature.
Schools need to make reading books seem less like a chore and more like a necessity and exciting opportunity.
