A recent report has raised eyebrows by revealing that Gen Z students struggle significantly with reading comprehension, to the point where some can’t grasp full sentences. This has compelled professors to read aloud during classes.
Instructors from various universities, including esteemed programs, are finding themselves adjusting their teaching methods. They often wonder, how did we get to a point where we’re catering to students who seem more invested in TikTok than in traditional reading?
Jessica Hooten Wilson, a professor at Pepperdine University, remarked, “It’s not about lacking critical thinking skills.” She feels frustrated and notes a shift in how they handle literary analysis during class discussions.
“I can’t read the text,” one student expressed, leading to classes where they must read passages aloud and analyze them line by line. Wilson feels pressured to do so, admitting that many students don’t complete their reading assignments beforehand.
Even at Northwestern University’s Kellogg School of Management, a notable institution, reports indicate that as many as half of the students identify as “beginners or passive readers” each semester. Professors attribute this trend to the overwhelming influence of mobile phones, video-centric social media, and the rise of AI.
Some educators have pointed out that an education focused heavily on standardized tests and teaching students to extract only key details from texts is undermining their ability to engage in deeper reading.
Timothy O’Malley, a theology professor at the University of Notre Dame, noted how students have become accustomed to using AI for summaries that often miss essential nuances in texts.
Statistics suggest that by 2025, nearly half of Americans will not read a single book, with younger adults aged 18 to 29 estimating they will read just about six books that year.
In his early teaching days, O’Malley used to assign students significantly more reading, expecting them to keep up. “Now, when you give them a similar workload,” he pointed out, “they often seem lost.”
Some critics call this new way of reading unproductive, while others argue that innovative methods are needed. Brad East, a professor of theology at Abilene Christian University, believes that if teachers were less focused on grades, students would engage more meaningfully with texts. “My priority is learning, not stressing over exams,” he said.
Wilson, however, expressed concern about the broader implications of students’ disinterest in reading. She worries that this lack of engagement might lead to societal issues like polarization, anxiety, and loneliness. “These are issues we face when society stops reading together,” she stated.
