"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 āintimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.ā Crucially, he added that this is ānot a matter of laziness on the part of the studentsā but of underlying skills they were never given a chance to build.
The Chronicle of Higher Educationās 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 āmeet your students where they areā for so long that she has begun to feel ālike a cruise director organizing games of shuffleboard.ā
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 assessmentās own language, they likely ācannot draw general conclusions based on concepts presented explicitly in a text.ā 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 Austinās McCombs School of Business showed that the mere presence of a participantās smartphone ā whether that be face down, powered off, untouched, or across the desk out of vision ā 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 Japanās 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 ākept losing trackā 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 āYour Brain on ChatGPT.ā They divided 54 participants into three groups writing SAT-style essays ā one using ChatGPT, the second group using a search engine, the last group using nothing ā 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 āconsistently underperformed at neural, linguistic, and behavioral levels.ā 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 ācognitive debtā for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brainās 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 studentās mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not āfree students up for higher-order work.ā 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 Kā12 schooling. Whatever the standardsā original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling āevidenceā 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 āfinding the main ideaā 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 āsevere or very severe.ā
In July 2025, the journalist Mary Harrington argued in The New York Times that āthinking is becoming a luxury good.ā 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 ādeep workā 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 sourceās claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into āthis is goodā and āmaybe add more detailsā 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.
Iām afraid I donāt 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? Kā12 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 āstudents will adapt.ā 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 studentsā sentences before theyāve 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."
ā Tyler Jagt, 1 June 2026, "My Students Canāt 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!
If I ask nicely will people reblog this and tell me what their most common breakfast is? Not your favorite necessarily, just what you have for breakfast most frequently? šš½
[id. A twitter post by @/Bennieeexyz
Jury duty letter came addressed to my cat.
Not a mistake. "Felix Martinez" - that's his full name according to his vet records.
My last name. His first name. Somehow he's a registered voter now.
Called the county clerk.
Me: My cat got summoned for jury duty.
Clerk: Is the name correct on the summons?
Me: Yes, but he's a cat.
Clerk: Is Felix Martinez a legal resident of this county?
Me: He's a legal cat.
Clerk: Sir, if the name matches our records, he needs to appear or file an exemption.
Me: He can't file anything. He has paws.
Clerk: You can file on his behalf.
Me: Under what exemption? There's no box for "is a cat."
Clerk: (pause) Check "unable to serve due to medical reasons."
Me: What's the medical reason?
Clerk: He's a cat.
Me: That's not a medical condition.
Clerk: It is if it prevents him from serving.
Sent in the form. Got rejected two weeks later.
"Insufficient documentation. Please provide medical professional's statement."
Took the letter to my vet.
Me: I need you to write that my cat can't do jury duty.
Vet: Why is your cat summoned for jury duty?
Me: Excellent question. No good answer.
Vet: This is the weirdest request I've gotten.
Me: Can you just write that he's medically unfit to serve?
Vet: On what grounds?
Me: He's a cat.
Vet: (started typing) "Patient is unable to serve due to species-related limitations including inability to speak, read, or comprehend legal proceedings."
Me: Perfect.
Sent it in. Got another rejection.
"Summons is mandatory. Failure to appear will result in contempt of court."
My roommate thought this was hilarious.
Roommate: Felix is going to jail.
Me: This is serious.
Roommate: Bring him to court. See what happens.
Decided that was actually the only option left.
Day of jury duty, put Felix in his carrier. Brought the entire paper trail of rejection letters.
Checked in at the courthouse.
Clerk: Name?
Me: Felix Martinez.
Clerk: (looked at the cat carrier) Is that Felix?
Me: Yes.
Clerk: (long stare) He's a cat.
Me: I've been saying that for six weeks.
Clerk: Why didn't you file an exemption?
Me: I filed three. All rejected.
Showed her the letters. She read through them, expression shifting from confusion to disbelief.
Clerk: Someone rejected the veterinary documentation?
Me: Twice.
Clerk: (called her supervisor over) You need to see this.
Supervisor read everything. Looked at Felix. Looked at me.
Supervisor: How did a cat get registered to vote?
Me: You tell me.
Supervisor: This is a data error.
Me: Took you six weeks to figure that out.
They dismissed Felix immediately. Apologized for the inconvenience.
Supervisor: We'll remove him from the voter registry.
Me: Appreciate it.
Supervisor: (pause) Out of curiosity, how would he have voted?
Me: Probably whatever party supports universal treats.
Got a formal apology letter a week later and a voter registration card.
For me this time. Apparently I wasn't registered, but my cat was.
Roommate: Felix committed voter fraud.
Me: Felix committed nothing. He's innocent.
Roommate: That's what they all say.
Felix is sleeping on the jury summons now.
Fitting end to his legal career.
end id]
The thing is. I would eat the grapes. I would eat the pomegranate seeds. I would eat the Turkish delights. It doesnāt matter what the stakes are if you put a little plate of snacks out in front of me Iāll eat them.
If you sent me to an evil fantasy realm and told me that if I ate anything I would die a painful terrible death then set a charcuterie board down in front of me that would be it for me. Like it wouldnāt even be like a torturous internal struggle to not eat the cheese. I wouldnāt even need to be that hungry.
shane/ilya ā¢ e ā¢ 4/4 chapters ā¢ 5k / 24k total ā¢ canon compliant ā¢ hr through tlg + beyond
Miles, notes Ilya. He should think in kilometres. But he doesnāt, just like he automatically converts the temperature to Fahrenheit, takes his water with an ostentatious amount of ice, drinks more coffee than tea. American, Russian. Brought home gold from Milan for Canada in February, Canada eager to claim him without waiting for Russia to release him. Shane had been the same. Thatās his country, he wants to grind down into the feeling. Yes, but.
OR: five words towards bilingual fluency, followed by a few towards self-fluency
i think we should be talking about the semi-recent advancements in cystic fibrosis treatment like all the time every day. there hasnāt been a drug like this since AZT medications for HIV infection it is truly fucking miraculous and very important
basically: cystic fibrosis is a genetic disease which makes the mucous a person generates extra sticky. it used to kill people in infancy, then with advancements in medical tech it killed people in young childhood, and until very recently cystic fibrosis patients could expect to live until about thirty years old with consistent painful lung infections and complications.
in 2019 the FDA approved a drug called trikafta (which is really three drugs in one) for cystic fibrosis treatment. what it essentially does is patch up the malfunctioning proteins that cause the extra sticky mucus. trikafta is effective on about 90% of cystic fibrosis patients.
people who had spent their entire lives in and out of hospitals, on and off of ventilators, suffering from pneumonia and sometimes treated through painful procedures like intubation took this drug, got out of bed, coughed up an entire lifetimes worth of mucus out of their lungs over the course of a few hours, breathed clearly for perhaps the first time in their lives, and now go on to live well into their seventies.
like isnāt that insane. isnāt that amazing. doesnāt that give you hope for the future of medical advancements and treatment. fuck. i think about it all the timeā¦ā¦
For the people asking "well how do we know people are living that long if it's so new????" Here's a page from the CF foundation about life expectancy.
Additionally, it should be noted that metrics like life expectancy are in no way a guarantee of... Anything. There are significant outlier CF patients who are at an advanced age now despite the odds due to a variety of different factors, having lived the majority of their lives before the development of modulators.
But the fact remains that the odds are better now than they have ever ever been before, by leaps and bounds. It isn't cured, and many patients still need significant treatment in addition to Trikafta, but it is so much better than anyone could have dreamed of twenty years ago, and that is a triumph.
Yes! My sister has a serious form of cf and finally is living a more comfortable and active life. She was also part of many of the clinical trials leading to these breakthroughs due to the nature of her cf. It's been very exciting to see.
recently saw ppl discuss whether they put their medicines in a kitchen cabinet or a bathroom cabinet and i was shocked by the fact that many ppl said kitchen cabinet. so now i need you to reblog this and say where you keep yours
I know this is the jaded post-irony website and we all wanna be funny, but I am genuinely asking. Please, tell me about a good memory you have with some loved ones and a stack of standard playing cards.
shane/ilya ā¢ e ā¢ 3/4 chapters ā¢ 5.5k / 19k total ā¢ canon compliant ā¢ hr through tlg + beyond
āI want to go to Australia,ā Ilya announces in the shower the next morning.
āIām not fucking you on a Mardi Gras float,ā says Shane. He has his pride. Just not, like, Pride.
āNot to do gay celebrity ambassador stuff. For vacation,ā Ilya says.
OR: five words towards bilingual fluency, followed by a few towards self-fluency
pixelskylines
andulkaphoto
blakekathryn
theartofmadeline
romaincrisis
gummygunk
