He found himself more engaged with the world around him, with his friends, and with his hobbies. He felt like he was learning, even without the traditional textbook. Stanislawski’s experience is not unique. Many students, especially those who are already struggling with reading comprehension, find digital texts to be less engaging and more challenging to understand.

This shift in pedagogy, however, raises concerns about the impact on students’ reading comprehension and critical thinking skills. While some argue that shorter texts and digital media are more engaging, the evidence suggests that these approaches may actually hinder the development of these skills. For instance, consider the impact of skimming through a news article or a social media post.

“They’re not interested in the classics, they’re not interested in the poetry, they’re not interested in the history, they’re not interested in the science, they’re not interested in the math. They’re just not interested.”

This statement reflects a common sentiment among educators and policymakers. It highlights a growing disconnect between the traditional curriculum and the interests of students.

The school’s reading program is designed to foster a love of reading and a deeper understanding of literature. The program emphasizes the importance of reading for pleasure, encouraging students to choose books that interest them. This approach is particularly effective in promoting engagement and comprehension.

* Teachers are increasingly concerned about the decline in reading comprehension among students. * This decline is attributed to the COVID-19 pandemic and its impact on students’ mental health and learning. * The decline is particularly pronounced in middle and high school students. * Teachers are seeking solutions to address this issue, including the use of shorter, more engaging reading materials.

The answer is simple: they need to focus on improving the quality of education, not just the quantity of test scores. This is a critical point because it challenges the traditional view of education that emphasizes standardized testing as the sole measure of success. This view has led to a culture of test-prep and a focus on rote memorization, which can be detrimental to students’ overall learning and development.

Still, she said it makes sense for English classes to focus on shorter texts. “As an adult, if I want to learn about a topic and research it, be it personal or professional, I’m using interactive digital text to do that,” she said. Teachers fit books in with other ‘spinning plates’ Even in well-resourced schools, one thing is always in short supply: time. Terri White, a teacher at South Windsor High School in Connecticut, no longer makes her honors ninth-grade English class read all of “To Kill a Mockingbird.” She assigns about a third of the book and a synopsis of the rest. They have to move on quickly because of pressure for teachers to cram more into the curriculum, she said.

“You’ve got all these different things going on, and you’ve got to keep them all spinning.

This statement reflects a broader societal shift towards instant gratification and a constant state of digital connectivity. This shift has led to a decline in the value placed on deep thinking, reflection, and the process of learning. The author argues that this decline in valuing thinking time is a significant problem because it hinders our ability to solve complex problems, innovate, and adapt to change.

“It’s funny,” he said. “Many students are saying that it’s the first time in a long time they’ve read a full book.” ___