One parent's daily challenge is getting her fourth grader to read for 30 minutes for homework. The child reads above grade level but has zero interest in books, preferring an iPad's nonstop entertainment. Allie, a mother of three in Connecticut who requested anonymity for privacy, told HuffPost that her kids can read and write at grade level but 'just don't WANT to.' She believes screens are 'a huge factor,' lamenting that 'books can't compete with screens.' Allie noticed potential long-term effects when her teenage son scored abysmally low on the reading and vocabulary section of a private school entrance exam despite earning A's in English honors. 'Because he wasn't reading recreationally,' she observed, 'he wasn't being exposed to enough opportunities to absorb new vocabulary and exercise his reading comprehension skills.'
Steady Decline in Reading for Fun
This apathy is widespread: 31% of 13-year-olds reported in 2023 that they 'never or hardly ever' read for fun, up from 29% in 2020 and 8% in 1984. Only 30% of U.S. eighth graders read at or above proficient level, and one-third of 12th graders lack basic reading skills. For Gen X parents raised on 'Reading Rainbow,' watching kids treat reading as obsolete is hard. As Allie put it, children are missing exposure to vocabulary, comprehension, and 'the joy of reading (and what they can learn about the world).'
How Did We Get Here?
Three main culprits emerged: COVID-19, shifts in education methods, and screens. Natalie Wexler, author of 'The Knowledge Gap,' said the trend 'was rapidly accelerated by remote and hybrid schooling during the pandemic.' Chrystine Mitchell, Ph.D., director of early childhood education operations at ChildCare Education Institute, noted that pandemic disruptions included inconsistent learning approaches and assumed universal access to technology, which wasn't reality for many families. NWEA research in 2021 found students returned with approximately 10 weeks less learning in reading compared to a typical year. Mitchell added that the pandemic limited read-alouds and meaningful text exploration, 'the cornerstones of developing a love for reading.'
Phonics vs. Reading Comprehension
The shift toward a decoding-centered approach over the past 25 years is another factor. Mitchell explained that phonics instruction, grounded in brain research and formalized by the National Reading Panel (2000), has swung so far that 'comprehension work, read-alouds and explicit strategy instruction have been significantly reduced or eliminated entirely.' This means students become proficient decoders without developing critical thinking and comprehension skills. A 2024 article in The Atlantic highlighted how students arrive at college ill-equipped to read full books, likely due to teachers using excerpts rather than whole books. Wexler said this 'fails to build their reading stamina and their ability to dig deeply into a text.'
The Screen Problem
Mitchell admitted the move toward technology as a primary instruction tool began before COVID but increased significantly after the pandemic, replacing traditional reading time. According to a 2021 report from Common Sense Media, children's daily screen time increased by 17% during the pandemic, with 8- to 12-year-olds averaging four to six hours daily. Wexler acknowledged it's hard to compete with constant screen stimulation. Mitchell said excessive screen time 'trains students' brains for rapid, surface-level information processing rather than sustained, deep reading.'
Long-Term Effects
Naomi Hupert, a senior research scientist at the Education Development Center, told HuffPost that reading is one of the most important skills a person can have. Without early reading habits, children risk missing out on acquiring knowledge about the world and a source of self-fulfillment. Mitchell emphasized that 95% of children can learn to read with systematic, explicit phonics instruction, but warned against phonics dominating at the expense of rich read-alouds and discussions. Wexler cautioned that without substantial reading skills, 'future generations will simply be unable to think as deeply and with as much complexity as in the past.'
What Can We Do?
Mitchell advised teachers to strike a balance between phonics and comprehension, pairing systematic phonics with opportunities for students to wrestle with ideas and engage in discussions. Public libraries offer story hours, tutoring programs, and cultural events. Mitchell suggested helping children find reading materials aligned with their interests, even digitally, to show that reading is not a chore. Parents can model good reading habits by reading to babies and toddlers, using expression, and asking questions about the text. Once children read independently, parents should read themselves, preferably in print. Wexler reiterated that 'reading comprehension often suffers when people read on a screen.'
