ELA teachers discuss continued difficulties in student literacy and reading instruction

A recent study claims that students gain deeper understanding from reading text on paper, rather than digitally. Educators discuss a decline in reading stamina and interest in students, connecting it to the shift in districts purchasing fewer books and focusing on curriculum that prioritizes excerpts over full texts. 

  • “‘A soon-to-be published, groundbreaking study from neuroscientists at Columbia University’s Teachers College has come down decisively on the matter: for ‘deeper reading’ there is a clear advantage to reading a text on paper, rather than on a screen.’” —Education Journalist in Tennessee quoting an article
    • “‘School districts around the country are eagerly converting to computerized test-taking and screen-reading programs at the precise moment when rigorous scientific research is showing that the old-fashioned paper method is better for teaching children how to read.’” —Literary Strategist in Nevada quoting the same article
  • “Are kids expected to read whole books and essays in their curriculum? Or do they primarily read passages? It’s an important yet seldom-asked question. An educator⁩ takes on the question and its implications in this superb piece on reading stamina: How to Build Students’ Reading Stamina” —Literary Educator in New York City
    • “Spoiler: Teaching with whole texts isn’t the dominant approach. We should definitely worry about that! We should also worry about the sharp declines in reading stamina reported by teachers in the last 5 years. But… how do we expect to counter that if most curricula don’t expect a lot of actual reading from students?” —Literary Educator in New York City
    • “Fantastic question, article and ensuing discussion. I’ve been teaching for 34 years so I’ve seen the trend to just use excerpts. The problem is also with teacher prep programs because when I poll my graduates, they aren’t reading whole books there either.” —Teacher in New York
    • “[I use a] reading block including 15 minutes of choice reading/teacher conference and a class novel which I read aloud while they follow, stopping for discussion/inferences/checking comprehension and individual response activities. Reading strategies practiced and modeled through guided reading of high interest books! Students need the support of guided reading. Many don’t have the fluency or comprehension skills to read/understand a longer text. Even the strong readers benefit from stopping and checking inferences/figurative language on a line basis. Opportunity for discussions ALL [students] can participate in!” —Middle School ELA Teacher in North Carolina
    • “I teach the entire text but my kids read independently and voraciously when we aren’t reading class novels. Last year my 197 students read 1,577 books. When they read independently they are JUST. EXPECTED. TO. READ. When they finish a book they get a new one. No project. No test.” —High School AP English Teacher in Nevada
    • “I have students in college literature with no stamina and [they] are shocked I’m asking them to read a 45 minute story in a 24-hr span. (Start in class — finish at home.) No stamina + phone addiction = problem” —High School ELA Teacher in Indiana
    • “Large numbers of students are now reading entirely on  screens, further impacting their stamina. That’s also leading to decreased comprehension as this recent article discussed: https://edweek.org/teaching-learning/reading-on-screens-worsens-comprehension-for-younger-students-what-can-teachers-do/2024/01” —Superintendent in California
    • “ This is an important question to consider for districts choosing curriculum. Text choice matters. I’m on the side for using real books!” —Reading Specialist and Literacy Coach in Virginia
    • “Here’s some important context: Districts aren’t buying books. They’re buying curriculum with short passages that ‘mirror the test.’ They’re also not including time in the scope and sequence for books and longer works because ‘books aren’t tested.’” —High School ELA Teacher in Texas
      • “What is tested, in 4th grade at least, are out of context passages from a novel in which kids are expected to write an entire 5 paragraph analysis of the short passage with the understanding of someone who read the entire book. So this is also included in boxed curriculum now.” —Teacher, N/A
      • “In my experience, when the idea of teaching a whole novel came up, it was always met with some version of: If you’re going to take the time to teach a whole novel, it better be a classic. As if contemporary novels aren’t worthy of our time.” —High School ELA Teacher in Missouri
      • “People don’t seem to understand this. (I’ve had multiple school districts fail to provide any printed curriculum for students: I had to do it.) Districts LITERALLY DO NOT BUY BOOKS. Post-covid, they have excuses to order passages, online ebooks, or no books at all. It’s sickening.” —Teacher in Washington
      • “Can’t have ‘whole novel’ conversation without realizing that schools have departmentalized elementary schools so much that some 8 yr olds have 4 core teachers! So if the choice is between 1 book being read for 6 weeks vs 4-5 quality excerpts and shorter texts. Which is going to build more background and vocabulary?” —Instructional Leader in Texas
      • “I’m sorry to hear this is so common. Thankfully, in my district and most that I know of we are still teaching full books, including both classics and contemporary works. I hope the pendulum will swing back to full texts for all!” —ELA Teacher in Wisconsin
      • “That’s sad. I teach math, but I’m sure my students still read books. I hear them talking about it, and I try to read (or reread) what they are assigned so I can talk with them.” —Math Teacher, N/A
      • “Don’t forget: sometimes they add core literature. But make no space in their pacing guide for the year. Meaning there is no 3-4 week break in the ELA curriculum to properly delve deeply into the book. You find the time to do it in addition to the regular curriculum.” —Elementary Teacher in California
      • “At my last school (11th-12th grades) the principal wanted every classroom to operate with stations and give students only 15 minutes of ‘independent practice.’ When I asked her how I was supposed to teach a novel like that, she said not to use novels.” —High School ELA Teacher in Texas
  • “I am heartbroken about trying to get my students to read. They just refuse to pick it up and try it. I’ve given them reasons why they should, introduced them to scores of great books through many methods… they just won’t do it.” —Middle School ELA Teacher in Michigan
    • “I’m wondering if the Covid years could be a factor. I have younger students than you do, but before Covid I had more avid readers. Now I’m just beginning to see kids who actually finish a book.” —Retired Elementary Educator in Michigan
    • “Start small. Yes, choice is important but my 8th graders didn’t have the stamina to read for 15-20 minutes. So build it up: Increase minutes. Could also read aloud and allow time to discuss. You got this.” —Middle School Teacher in Wisconsin