Without substantial reading skills, “the risk is that future generations will simply be unable to think as deeply and with as much complexity as in the past."
A daily struggle for many parents is getting a fourth grader to read for the required 30 minutes of homework. This reluctance often has little to do with a child's reading ability; many read well above their grade level. Instead, like countless children of this generation, they show zero interest in picking up a book. Why would they when they have a tablet providing non-stop entertainment through videos expertly designed for a short attention span?
Data reveals a consistent decline in reading habits over the past four decades. In 2023, 31 percent of 13-year-olds reported that they “never or hardly ever” read for fun. This is a concerning increase from 29% in 2020 and just 8% in 1984.
Furthermore, in the United States, only 30% of eighth graders read at or above the proficient level, and a third of 12th graders lack basic reading skills.
How did we arrive at this point? Was it the COVID-19 pandemic that abruptly shifted students into virtual classrooms? Is it the omnipresence of screens? Or are changing educational methods to blame?
The answer, experts suggest, is a combination of all three.
Culprit No. 1: The COVID-19 pandemic
“The pandemic created disruptions to foundational literacy instruction,” confirmed Chrystine Mitchell, Ph.D., director of early childhood education operations at ChildCare Education Institute.
These disruptions during the 2019-2020 academic year included inconsistent learning approaches that varied widely by school. Many solutions, such as virtual and hybrid learning, unfairly assumed “universal access to technology, which simply wasn’t the reality for many families.” As a result, 2021 research from the NWEA found that “students returned to school with approximately 10 weeks less learning in reading compared to a typical year.”
Additionally, Mitchell noted, “the pandemic severely limited opportunities for read-alouds and meaningful text exploration, which are the cornerstones of developing a love for reading.” She explained that without these enriching literary experiences and deep text discussions, many students "missed crucial exposure to language patterns, vocabulary and the joy of reading itself.”
Culprit No. 2: The phonics-heavy approach
Phonics is a method of teaching reading by matching the sounds of spoken language with individual letters or groups of letters. While it is an excellent tool for initial reading instruction, a major shift over the past 25 years toward a more decoding-centered approach in schools is another probable reason for the decline in reading engagement.
This approach is “grounded in decades of brain research and formalised by the National Reading Panel (2000),” Mitchell explained. Unfortunately, “the pendulum has swung so far toward phonics-heavy instruction that comprehension work, read-alouds and explicit strategy instruction have been significantly reduced or eliminated entirely.”
This means that “students are becoming proficient decoders without developing the critical thinking and comprehension skills necessary for true literacy.”
Culprit No. 3: Screen time and digital dependency
While Mitchell acknowledged that the move toward technology as the “primary medium or tool for instruction” began before COVID-19, she noted that “there was a significant increase following the pandemic.” This shift, she said, “contributed to screen time in schools replacing traditional reading time (with high-quality texts).”
According to a 2021 report from Common Sense Media, children’s daily screen time rose by 17% during the pandemic, with 8- to 12-year-olds averaging four to six hours daily.
It is difficult for books to compete with the constant, rapid stimulation provided by screens. When the increase in school technology is paired with the number of hours spent at home on devices, it results in changes to students' attention spans. “Excessive screen time trains students’ brains for rapid, surface-level information processing rather than sustained, deep reading,” Mitchell warned.
The long-term effects of poor reading skills
Mitchell stressed the importance of phonics when a child is first learning to read, citing research that “95% of children can learn to read when taught with systematic, explicit phonics instruction.” However, she cautioned against letting phonics dominate “at the expense of rich read-alouds and meaningful text discussions.” Such a narrow focus risks “students becoming proficient decoders who don’t enjoy reading.”
Promoting a love of reading
For educators, Mitchell acknowledged that “the challenge lies in striking the right balance” between phonics and reading comprehension. She advised that “Systematic phonics instruction is essential, but it must be paired with opportunities for students to wrestle with ideas, encounter complex texts and engage in discussions that spark critical thinking.”
Parents can play a critical role by modeling good reading habits for their children.
This essential habit starts with reading to children when they are still babies and toddlers. Even if a child is too young to read themselves, constant exposure to books provides numerous benefits. Mitchell explained that “Something as small as reading aloud with expression to children offers repeated exposure to story structure, vocabulary and fluent phrasing.”
To further deepen a child's understanding and engagement, parents should “dive deeper into the text by asking questions about the text, whether retelling the story or making inferences about the characters.” And once children are old enough to read on their own, continue setting that positive example.
Picture: Luke and Scarlett reading with Mom (ChildUp.com)
