I recently wrote about an Atlantic article entitled “Is Google Making Us Stupid?” that posited that as people do more and more of their reading on the internet, their ability to read -- and think -- deeply is being compromised. Similar conclusions were also reached in a recent National Endowment for the Arts report entitled “To Read or Not to Read.” Based on years of research and billed as the most comprehensive study of Americans’ reading habits, the study outlined some key ways that current reading habits negatively impact strong academic preparation, civic participation, and the ability to think. Here are some of the relevant findings:
· “literary reading” has declined significantly as internet use has increased;
· when young people in particular read, it frequently occurs in a multi-tasking context (they are simultaneously engaged with other media such as television, music, multimedia phones, the internet, etc.) which leads to less engagement and less active thinking;
· more than 40% of Americans under 44 do not read a single book in the course of a year and nearly half of 18 – 24 year olds report never reading books for pleasure;
· even among college graduates, only 67% report that they read books for pleasure (vs. 82% twenty years ago);
· boys read less than girls, and boys understand less of what they read than girls do.
The study also found that those who read regularly
· achieve at a higher level in school;
· score higher on standardized tests such as the SAT;
· are more likely to be civically engaged and do community volunteer work;
· are more likely to lead an active lifestyle or engage in outdoor activities;
· and are much more likely to visit museums and cultural institutions.
Regular, engaged “literary” reading leads to many positive habits of the mind and positively impacts future learning. These are some of the reasons The Country School so emphasizes reading with our students. It’s why we require independent reading during the school year and part of why we require summer reading. Both the NEA study and the Atlantic article suggest that in order for kids to develop strong reading habits, strong thinking skills, and stronger future opportunities, they need to see “literary reading” as a natural part of what a thinking citizen does.
Our teachers and librarians help our students find good books that catch children’s interest, and parents need to do that, too. Along the way, kids discover that reading is engaging, interesting, and fun, and that it opens windows into other worlds, lives, and possibilities. There is just no substitute for it – on the internet or “anywhere.” The benefits – and the stakes – are real.