"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!
āPeople should pass a test before being allowed to have kids.ā āIsnāt it scary how white people have this inborn capacity for evil?ā āIāll never pass because males and females have different skull shapes.ā āAutistic people have a stronger sense of justice than anyone else.ā āI donāt want AMABs in my space because theyāre dangerous.ā āYou shouldnāt have access to hormones if you dress like THAT.ā āAnyone who does something that awful isnāt human.ā āSome people really shouldnāt be allowed to vote.ā
This is eugenics. This is phrenology. THIS IS NAZI SHIT, YOU ARE A LEFTIST BUYING INTO NAZI SHIT. YOU ARE NOT IMMUNE TO NAZI SHIT.
Peeling off the broken breastplate of a stoic knight who only fights and never speaks, just to realize thereās nothing in there. Not metaphoricallyāthe armor is literally empty. It doesnāt appear to affect him. If the armor stays mostly in the shape of a knight, he just gets back up to keep fighting. But with the chest plate off he just sits there, equally impervious to curiosity as I reach up into the cavity where his body mightāve gone. Stubbornly, no answers are found anywhere in there.
So I forge him a new breastplate and on the inside, because I know he has plenty of room, I put a little pocket. Not big enough to hold anything functional of course. Just a little extra piece to see what heāll do with it.
He comes back next time with some grievous injury to his nothing, presumably from the massive shredded gash across his thigh plates. He sits and waits. I fix it for him. He is still nothing in there. I decide to add a drawing on the inside, of the type of beast I imagine could rend metal into scraps with a single blow. He puts it back on. He no longer moves as if he is injured.
Over time the interior of the knight becomes decorated with whatever odds and ends I could think to attach to the inside of a guy whoās got room to carry it. What really gets me is that he never removes any of it. Never requests a change. Not even when I installed a curtain rod for a small tapestry, or a bud vase to carry roses for his beloved, or an accordion folder for letters. He didnāt say a word for any of the many, many drawings of mythical beasts that now fight forever inside of his shell.
There are plenty of other forges. Iām not entirely sure why he keeps coming back here anyway. Weāre pretty popular, but he could get his armor fixed a lot quicker (and with fewer ridiculous modifications) literally anywhere else. I asked him if I could get a look at his nothing again. He flipped up his visor and nodded his head so I could take a look. It was the same as it had been, filled with drawings and trinkets and weird little fixtures Iād put in there. I asked if he was annoyed by it, or liked it, or felt anything at all, but he literally only ever says nothing, so Iām not sure why I asked.
Thereās not much room left in his nothing now. When he comes back for repairs Iāve had to fix my own foolish additions. Some of these pieces are intricate and irritating to repair, but I fix them anyway. It feels wrong to take any of it away from him now, even though Iāve been rudely encroaching on his nothingness to the point where itās barely even there. How he squeezes his nothing back into a body so full, Iāll never understand. But itās a game to me now, finding a spot not yet filled and putting something there. A dark part of me wonders if he ever gets filled up completely, if whatever sorcery holds the nothing-knight together may break, and it will all clatter unceremoniously to the floor.
When he hands me his breastplate yet again, it is so shockingly disfigured that I wonder if being made of nothing has somehow kept him alive. No ordinary knight could sustain such injuries. So I fix it. And he waits, unmoving, in a quiet corner of the forge. Itās like heās watching, even though I know the reading glasses I put inside his helmet were just for fun. Iām careful to put it all back exactly the way it was when he last left. Thereās no room to add more this time.
He examines the breastplate, and pauses before putting it back on, like heās looking for something. Is he worried about the fit? But it suits him just as it always did. He calmly points to a little space, about an inch, between a miniature shelf and one of many pockets. Thereās nothing there. I ask him whatās wrong, and again he points. Itās the most emotion Iāve ever seen from him, and itās barely anything at all. I take it to mean he wants something there.
I spend some time engraving a little snail in the gap. He watches, as much as nothing can watch. When Iām finished he holds the breastplate, but he doesnāt put it on right away. I ask him if somethingās still wrong. He says nothing, and puts it on. I tell him I canāt add anything else. Even if he could ask, thereās no room left.
Next time he comes back, thereās nothing wrong with his armorāhe lets me check to make sure. I ask him what heās doing here. Out from one of many pockets, he retrieves a tiny rusted knife. Itās in miserable condition, barely worth saving. I tell him I could make him a nice new one, but Iāll fix it if he likes. He puts it away and reaches around to find something else, a needle and thread. Better condition, but Iām not a sewist and I tell him as much. He puts them away. He then retrieves a little twisted piece of wax paper. I open it. Itās candy. I ask if I can eat it. He says nothing. I eat it. Itās flavored with cinnamon. Iām surprised he let me take it.
He keeps bringing me candy now. His armor is the most laborious to repair out of every client my forge serves, but itās my own fault so I canāt complain. Sometimes he keeps me company while I work. I wonder if he is trying to tell me something when he hands me mints. I wonder again at the lemon lozenges. He stares at me when I eat, as much as nothing can stare.
One day he brings me a little jar of honey. I thank him, I tell him Iāll save it for dinner. He watches me work, he puts his repaired armor back on, and he stays. My shift passes slowly, and when I finally pack up to leave itās dark outside. He follows me out of the forge. I ask him where heās going. He points to the jar in my hand. I ask him if he wants to watch me eat it. He says nothing, but the nothing-knight clearly wants something, so I open the lid and dunk my finger in the honey. I try not to get any on my chin. He stands there, inches away, watching me try to consume this jar of honey without a utensil. It tastes like clovers. About half the jar is left when Iāve finally had enough of pretending to be a bear, but he doesnāt move to leave.
I ask if heās going to follow me home. He says nothing. I tell him he can if he wants to. Again, nothing. I start walking, and he follows at my side. I know heās not going to say anything ever, so I fill the silence. I tell him Iām grateful for the sweets, I tell him about how his various components are made, I tell him Iāve never met anyone made of nothing before. I tell him itās a rare opportunity for a smith to work so much on the inside of something. He says nothing. I tell him again how much I like the candy.
It occurs to me that maybe filling me with sugar is as close as he can get to filling someone elseās empty armor with trinkets. Iām not sure if thatās really why he does it. I tell him I donāt have room to be filled with anything on the inside, not like him. Iām not a container for much besides food. He offers me another piece of candy. Maybe he likes containing something, the way I like to feel full. Maybe itās nothing at all.
ā
I didnāt edit this even a little bit. Thanks for reading!
Love how tumblr has its own folk stories. Yeah the God of Arepo weāve all heard the story and we all still cry about it. Yeah that one about the woman locked up for centuries finally getting free. That one about the witch who would marry anyone who could get her house key from her cat and itās revealed she IS the cat after the narrator befriends the cat.
There's a better shot of it in Aliens, right at the start when they're listing the Nostromo crew memebrs!
Also I read that there are deleted scenes of Ripley and Lambert arguing and being more overtly in a relationship. Ever since I learned that it's been my favorite ship.
Lil nas x coming back during pride month to tell us hes been taking care of his physical and mental health, finishing rehab and getting treatment for bipolar disorder, and telling us that he is excited to not only make new music but also just to live his life???? And during mens mental health awareness month????? Oh i missed him bad
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