This week I read an article in the Atlantic this week about the growing perception that today’s elite university students lack of ability to read books to the end1.
Here’s an excellent follow-up / rebuttal by Carrie Santo-Thomas, a teacher interviewed for the piece.
I was not surprised by Horowitch’s hypothesis. She attributes undergrads’ lack of reading stamina to lowered expectations in high school literature curricula, specifically arguing that limiting full-length novels and replacing long-form content with excerpts and summaries has weakened readers’ constitutions. She, in turn, ascribes these instructional choices to the oppressive presence of standardized testing and the Common Core. And cell phones, always cell phones.
It is a perfectly reasonable assumption, but it’s wrong. This is not to say that there aren’t external factors affecting students’ reading stamina, but to line up such a simple series of dominoes to topple oversimplifies a complex challenge and places undue blame on the shoulders of discerning young readers and the public school teachers who work tirelessly to support them.
