Kris |37| |They/Them| |Cryptid| |I'm more active on Twitter @Hyena_Tron Currently super into Kamen Rider/Super Sentai/SMAP/RGG/JDramas/Baldur's Gate 3|| https://cohost.org/HyenaTron https://bsky.app/profile/hyenatr0n.bsky.social
You know, when I've remarked that a lot of the responses to my posts feel like people are just plucking out keywords they think they recognise based on the shape of them and replying to what they imagine the post says based on that, the possibility never occurred to me that this is actually how many American schools are currently teaching kids to read.
Like, my assumption this whole time has been that when folks go "I misunderstood this post that says [thing] as saying [unrelated thing] because I mistook [word] for [completely different word that happens to start with the same letter]", that was a bit. What do you mean they're teaching kids a reading method that's tailored to produce this exact error?
"Six weeks into the term, I assigned my rhetoric and writing students a 20-page article. It was the same length I had assigned for five years and the same length I had read without complaint as an undergraduate a decade ago. Not one student finished it.
When I asked why, a student answered honestly: It was too long, and she kept losing track of what the paper was about. This was not a remedial class: These were students who had cleared the admissions process and written essays good enough to get them here. Yet a routine academic reading assignment had defeated them.
Every generation of professors has complained that their students cannot read. The lament is usually overblown, but data have caught up to anecdote, and what I am seeing in my classroom is no longer a hunch. There is a measurable, generational collapse in sustained reading and writing, and the academy is responding to it with improvisation and exhaustion rather than the structural overhaul it requires.
In February 2024, Adam Kotsko, who teaches in the Shimer Great Books School at North Central College, wrote in Slate that students who once handled 30 pages of reading per class meeting now seem “intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.” Crucially, he added that this is “not a matter of laziness on the part of the students” but of underlying skills they were never given a chance to build.
The Chronicle of Higher Education’s 2024 investigation found the same pattern across institutions as different as the Stevens Institute of Technology and Wellesley College, where the average SAT exceeds 1400. Nicholaus Gutierrez, an assistant professor at Wellesley, told The Chronicle that the baseline for what students consider a reasonable amount of work has dropped so noticeably that he has cut his readings accordingly; a 750-word essay now strikes many students as long. At Stevens, the science and technology studies associate professor Theresa MacPhail described following the mantra of “meet your students where they are” for so long that she has begun to feel “like a cruise director organizing games of shuffleboard.”
Worse, the national data tell the same story in colder language. On the 2011 National Assessment of Educational Progress (NAEP) writing assessment, which is the most recent comprehensive writing benchmark, only 24 percent of 12th graders reached the Proficient level, and just 3 percent reached Advanced; another 21 percent scored below Basic. The reading side of the ledger is worse, and getting worse fast: The 2024 NAEP results released in September 2025 show 12th-grade reading scores at the lowest level recorded since the assessment began in 1992. Thirty-two percent of 12th graders now score below NAEP Basic in reading, meaning that, in the assessment’s own language, they likely “cannot draw general conclusions based on concepts presented explicitly in a text.” And yet more than half of these same seniors reported being accepted to a four-year college. That last sentence is the whole problem in one line: We are admitting a cohort that cannot read at a college level and are pretending otherwise.
Why is this happening? One reason, of course, is smartphones.
I came into teaching as a skeptic of the anti-smartphone argument: I had a phone in my pocket throughout high school and college in the 2010s, and I read long books anyway. I now think I was wrong, because the neuroscience has caught up. In a 2017 paper, Adrian F. Ward and colleagues at the University of Texas at Austin’s McCombs School of Business showed that the mere presence of a participant’s smartphone — whether that be face down, powered off, untouched, or across the desk out of vision — measurably reduces available working memory and fluid intelligence on cognitive tests, with the largest effects on the most phone-dependent users. A 2022 study by Motoyasu Honma and colleagues at Japan’s Showa University used near-infrared spectroscopy to compare reading on a smartphone with reading the same passage on paper, and found that smartphone reading produced overactivity in the prefrontal cortex, suppressed sigh generation, and led to general lower comprehension scores; the authors argued that the sigh inhibition and prefrontal overload were causally linked to the comprehension decline.
So when a student tells me they “kept losing track” of a 20-page article, I have to acknowledge that they may be describing a measurable neurological condition. The neural pathways that support sustained attention are built by use, and they atrophy without it. Your body is a use-it-or-lose-it system, and the brain is no exception.
Another reason for the decline in student reading capability is increasing reliance on generative AI. In June 2025, Nataliya Kosmyna and colleagues at the MIT Media Lab released a preprint titled “Your Brain on ChatGPT.” They divided 54 participants into three groups writing SAT-style essays — one using ChatGPT, the second group using a search engine, the last group using nothing — and monitored brain activity with a 32-channel EEG. The ChatGPT group showed the lowest neural connectivity of the three, with up to 55 percent reduced connectivity compared with the brain-only group, and “consistently underperformed at neural, linguistic, and behavioral levels.” Eighty-three percent of LLM users could not quote a single line from essays they had written minutes earlier. When the LLM group was forced to write without AI in a follow-up session, their brain activity did not bounce back to baseline; the researchers coined the term “cognitive debt” for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brain’s engagement with writing tasks, and it is consistent with what those of us in front of classrooms are watching happen in real time. When I assign analysis, I am not trying to extract a polished product; I am trying to put the student’s mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not “free students up for higher-order work.” It deprives them of building the strength to do any substantial cognitive work at all.
There is a final factor that is contributing to this decline in reading skills, and that is that the students arriving in my classroom today are the first cohort to have experienced Common Core-influenced reading instruction across the entirety of their K–12 schooling. Whatever the standards’ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling “evidence” from disconnected short passages, the same format used on the standardized tests that increasingly determine school funding. The education scholar Natalie Wexler, among others, has documented this pivot in detail: Students drilled on “finding the main idea” in two-paragraph excerpts never build the stamina or background knowledge that longform reading requires. The pandemic then added fuel to a fire that was already burning. NAEP scores for 13-year-olds dropped sharply in 2022 and have not recovered. A 2023 EdWeek survey found that 24 percent of secondary-school administrators described pandemic learning loss in English and language arts as “severe or very severe.”
In July 2025, the journalist Mary Harrington argued in The New York Times that “thinking is becoming a luxury good.” The ability to read deeply and reason at length is fragmenting along class lines as ultra-processed digital media replaces text in everyday life, much as ultra-processed food has replaced cooking. Her longer treatment of the subject in First Things makes the more provocative case that we are witnessing the end of print culture itself, and with it the end of the cognitive substrate on which modern liberal democracy was built.
I see this stratification in the classroom and on the page every week. My students from districts that protected sustained reading through small class sizes, strict phone policies, and faculty who refused to teach to the test all arrive with their attention relatively intact. My students from districts that surrendered to devices and standardized testing arrive cognitively winded. A democracy that requires a literate electorate is now training one fraction of that electorate out of literacy while marketing to the other a “deep work” lifestyle as a luxury good. The students who cannot read a 20-page article today are the voters who will not be able to read a bill, or the jurors who cannot follow a closing argument, tomorrow.
I do what I can in my own classroom to address the problems. I break 20-page articles into two halves and assign the first half with explicit analytical tasks. I require exploratory writing before formal drafts. I model (visibly, on the board) how to track an argument across pages or distinguish a source’s claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into “this is good” and “maybe add more details” the moment I step back.
But I want to be plain about the limits of what an individual instructor can do, and all of these solutions have costs. Scaffolding a 20-page article into halves compromises the integrity of the argument I am asking students to engage, just as modeling note-taking in a credit-bearing rhetoric course is using a college slot to teach a middle-school skill. None of the syllabi I teach are designed to deliver this type of cognitive rehabilitation, and pretending otherwise has produced credential inflation. We cannot keep conferring degrees on students who cannot do what the degree is supposed to certify.
I’m afraid I don’t have answers. I do, however, have some questions that may point us in the right direction. If higher education is going to respond to the reading crisis as a structural problem rather than a private burden carried by composition instructors and adjuncts, it has to stop avoiding the following questions: If a majority of incoming students cannot read at a level the curriculum requires, are we admitting students we cannot serve, or offering a curriculum we cannot provide?
Why are first-year writing and reading-intensive general-education courses still the most adjunctified, lowest-paid, highest-load corner of the university, at the precise moment when their work has become the most important work the institution does? What is the responsible institutional response for AI usage: Is it a syllabus statement, or a sequencing principle that requires students to demonstrate the cognitive work themselves before AI assistance is permitted?
Why are most college classrooms still phone-permissive by default? K–12 districts from Florida to California are now banning phones bell to bell; higher education has somehow lagged behind the public schools. Universities benefit from a pipeline they did not build and refuse to repair. What would it mean for a university system to invest seriously in the reading instruction happening in the high schools that feed it, rather than treating remediation as something to be quietly outsourced to first-year composition instructors?
The thing I am no longer willing to do is pretend this is a temporary adjustment period, or that “students will adapt.” They will not adapt on their own. The conditions that produced this collapse are still in place: the phones, the algorithmic feeds, the test-prep excerpts, staffing models that load the reading-intensive work onto the most precarious faculty, and now the chatbots that finish students’ sentences before they’ve even begun to think of them. If we want literate citizens, we will have to rebuild the conditions for literacy deliberately, against the grain of every incentive currently pointed the other way. I know the academy has the will to do that. It also has the obligation."
— Tyler Jagt, 1 June 2026, "My Students Can’t Read"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
I want to be very clear on this: it is not just dependence on smartphones and phones causing mental atrophy. It's that for decades we have taught Three Cueing System as a way to read, and while we are now beginning to correct, it is catching up with us. The reliance on smartphones and short form video are in part a result of illiteracy, not necessarily a cause of it, because we have failed to give students the tools to actually read but also paired it with the belief that they can read. They do not seek remedial reading help but blame the materials for being unclear or too difficult, when the fundamental problem is that the more complex the text, the less functional the three cueing system is. They are often quite literally guessing what the text says by searching for words they recognize (or think they recognize but cannot verify) and texts rapidly become impenetrable nonsense. Of course people will reach for their phones when 90% of the text they encounter in their daily lives and schooling is not accessible to them!
people take "drug seeking is a nonsense framework" to mean that like, no one ever lies to get drugs in medical contexts which is just categorically untrue but the question they don't bother to ask themselves is "why do people feel the need to lie to get drugs?" which leads into the further question of "why would someone abuse stimulants/opioids/etc" which is like. i feel like kinda the major question one should ask no. why do people do drugs. what reasons might someone have to lie. why do we exist in a system in which people feel the only way to make decisions with their own body is to lie to medical professionals.
drug seeking is a nonsense framework not because people don't ever lie to get drugs for recreational use or whatever but because people shouldn't have to go through medical hoops to get drugs period. regardless of if for recreational use or otherwise.
"he would not fucking say that" but about injuries. he would not fucking recover that quickly. those scars would not fucking heal like that. he would not be fucking able bodied after that. he would not be fully lucid after that.
trans men and transmascs do need to hear they aren't hurting anyone for being masculine, but more than that they need to hear that they are loved for being masculine. your masculinity is wonderful and magical and you pull it off incredibly well. your masculinity is cool, it's desirable, it's attractive. there are people out there who will be drawn to you because of your masculinity, not just in spite of it. you deserve more than just to be tolerated in queer spaces. your masculinity deserves to be celebrated
I don’t think healthy people every really get chronic illness.
I have a friend I know from when we were both 6. She is the only person living nearby and so she saw me go from walking through limping to wheelchair on a daily basis. I keep her updated on my health even tho we rarely hang out anymore.
She was gonna come over yesterday and I had to cancel. She asked if I can’t hang out later that day. When I said i won’t feel better later, that if I feel that bad in the morning later will only get worse she got annoyed and “joked” that I’m just finding excuses. And I was surprised, she knows all about me being disabled after all? So, a bit taken aback, I told her it’s a normal thing for me.
“But you got the diagnosis now, aren’t you better?? I thought you’ll get better now”
She was honestly surprised and it made me realize a thing. They don’t get it. They don’t get that getting diagnosed only equals benefits like welfare or parking spot for us, and sometimes better pain meds but that is just like pushing luck. That it’s a forever thing. That that one day we felt good a week ago was just a bright spot and doesn’t mean we won’t need our aids anymore, cause chronic illness is not linear and will make a great comeback in next four hours, and the next good day is planned on when we’re 70.
Cause when abled people are sick, they get better. And our illness is just an excuse for them. And when we say we will never get better they think we’re being dramatic and pessimistic.
And I don’t think they’ll ever get it, cause to get it you need to live it.
And I want my friends to stay healthy and not go through hell.
When I was four I told my mom I didnt feel like a girl. I didnt know trans people existed. My mom acted transphobicly towards me from that point.
Growing up I was always "too masculine" my parents were trying to force me to be feminine. Schoolmates would ask me about my "secret penis" and be more physically violent with me over other "girls". And cis women would touch me and use me however they felt because they knew I couldn't retaliate.
When I told my friends that my girlfriend was being abusive, they laughed and told me in full confidence that, that couldn't have happened. After all she's just so fem! And Im just so not.
The people that upheld gender rolls around me were not just men or my parents. Everyone is imbued with misogyny. Your parents dont care you dont shave your legs? Well your classmates will. A male teacher is sexist? Dont worry he'll just get a female teacher in to do the misogyny for him and tell all the girls in class how they look like little sluts.
Then I came out as trans and got on hormones and suddenly I'm not man enough. Everyone has to give me advice on how to be a "real man". I need to do the Manly Activities and stop doing the Girly Activities. (Never a woman tho. A dangerous man or a confused girl is all a trans man gets to be)
Is this a typical female socialization? I doubt it. Just like I doubt that trans women have a typical "male socialization"
Everyone grows up with misogyny. Everyone has to unlearn misogyny. Everyone has to unlearn toxic masculinity. Being AFAB does not make someone immune to being misogynistic.
What makes you think growing up as a trans woman excludes them from these kinds of experiences? We know toxic masculinity is toxic but somehow that doesn't apply?
Little girls will be shamed for their appearance no matter what. Little trans girls are shamed for existing. A masculine girl can wear a fully gender neutral outfit and look like a boy. Because boy clothes are default. A trans girl cannot dress in one single item of girls clothes without being mocked. Theres a whole category of bits where a boy accidentally wears something for girls and is humiliated for it. (Because girl clothing has to have different buttons and pockets, lest you mix up the paper thin see through top and shapeless bag with armholes)
Being expected to always perform masculinity drives me crazy and I am a man. How do you think a little girl would feel in that role?
Think of every single "male socialization" thing (backbone, confidence, condescension, misogynistic, over-sexual, lazy, aggressive) that has been tacked onto trans women and ask yourself: "Is there not a million cis women I can think of that do that too?" If the answer you find is no, you are lying to yourself or you have some misogyny to work on. If the answer is yes, stop telling trans women that they are male socialized and stop saying that they are mansplaning or being a manchild. There are words for that, that involve no men (because women do it too)
TLDR: If you use "male socialization" as a weapon against trans women, or think that they were privileged for their childhoods, you should change as a person.
not seeing a lot of people on here talking about ICE murdering another man yesterday. His name was Lorenzo Salgado Arajou. He was a Mexican man living in Huston Texas. He was killed at age 52 and lived the past 35 years here in the USA, and was in the process of obtaining a work permit. He was shot and killed during a traffic stop that ICE claims was part of a targeted operation, and claimed he was “weaponizing his vehicle”- the same claim ICE agents made when they shot and murdered Renee Good.
During the stop, Lorenzo had 3 coworkers with him in his truck who have all been taken into ICE custody.
His family described Lorenzo as a hardworking family man who didn’t deserve to be killed. All he wanted was to provide for his wife and see his sons become great people. His eldest son recognized his father by his cries and pleas when trying to identify who the victim was.
The Salgado Araujo family has set up a gofundme to help with funeral and legal costs, and to help keep their family supported since Lorenzo was the sole provider.
On the morning of July 7, 2026, Lorenzo Salgado Araujo was ta… LULAC Institute, Inc. needs your support for In Loving Memory of Lorenzo Salg
reading progressive sex ed caricatures with accurate and detailed and realistic diagrams of sexual organs + shows their variation, but all i can think about is how there is no discussion of what srs is besides the fact that it exists
this one has been passed around recently from the mayo clinic and that actually makes me so happy because how many of transfeminine people are aware of what their options even look like?
there’s a diagram for phallo and meta from springer link(i believe) and. honestly i’d never seen these before and i dont think i’ve ever seen any diagrams. i know vaguely because of reading papers or listening to people talk about their experience but i’ve never seen it, yk? it makes me more confident in my choice to get meta when i’m older
There’s a website called Transbucket that has a whole archive of before and after photos, surgery costs, surgeon names and locations, and general feedback on complications, sensation, everything. It’s been around for at least a decade, and there are photos of some folks five or eight years down the line. It’s organized by procedure, and it’s very comprehensive. It’s NSFW of course but it’s an amazing resource!!!
Are you considering or have had transition care? | Transbucket.com
southern american politicians will be like "m'name's buck bingo and i'm a hard worker...... just like y'all" and he's an private school + ivy league educated guy actually named buckley beaumont carlisle who was born into a family who owned slaves and still profits from it to this day. and people eat that shit up.
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