I Dream in Rainbow

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"

One of these has the moral standing of a cartoon villain, the other might save the country.

Welcome to British politics.

Well that's not staying in the tags

Bc so many ppl focus on the idea of telling A Trusted Adult, but even a well-meaning individual can fuck up and let abuse fall through the cracks or not know what to do

Whereas if a child tells LOADS of adults AND other kids, there's far less opportunity for an abuser to do damage control

Consistently telling their story and spreading it around disempowers the abuser to control and coerce the flow of information, or to utilise gaps and weaknesses in systems of reporting or welfare to isolate the child

Telenovela WLW ships >> American Soap Opera WLW ships.

I said what I said. 🤷🏻‍♀️

Luisita & Amelia - Amar es Para Siempre

1. A lot of dudes. Just a ton of fucking people from beginning to end of the process.

2. Ancient people weren't stupid, they just figured shit out the same way we do: fuck around until you find out.

3. We're gonna plan this out and it's gonna take ten fucking years, and you will cope.

4. Sticks and string are surprisingly versatile and can be used for a variety of purposes, like moving stuff and making sure things are even and go in the spot you wanted to put them in!

No weekends

Child labor

Slave labor

"The king said to do it"

“kill it,” the captain says, but the ice is melting in his eyes.

“we can’t,” the first mate says desperately, praying she won’t have to fight her captain on this. “we can’t. we - i won’t. we won’t.”

“i know.”

x

“daddy,” she says, floating in a tub of seawater in the hold, “daddy, la-la, la-la-la.”

her voice rings like bells. her accent is strange; her mouth isn’t made for human words. it mesmerises even the hardiest amongst them and she wasn’t even trying. the crew has taken to diving for shellfish near the shorelines for her; she loves them, splitting the shells apart with strength seen in no human toddler, slurping down the slimy molluscs inside and laughing, all plump brown cheeks and needle-sharp teeth. she sometimes splashes them for fun with her smooth, rubbery brown tail. even when they get soaked they laugh. they love her.

“daddy,” she calls again, and he can hear the worry in her voice. the storm rocking the ship is harsh and uncaring, and if they go down, she would be the only survivor.

“don’t worry,” he says, and goes over, sitting next to the tub. the first mate, leaning against the wall, pretends not to notice as he quietly begins to sing.

x

“father,” she says, one day, as she leans on the edge of the dock and the captain sits next to her, “why am I here?”

“your mother abandoned you,” he says, as he always has. “we found you adrift, and couldn’t bear to leave you there.”

she picks at the salt-soaked boards, uncertain. her hair is pulled back in a fluffy black puff, the white linen holding it slipping almost over one of her dark eyes. one of her first tattoos, a many-limbed kraken, curls over her right shoulder and down her arm, delicate tendrils wrapped around her calloused fingertips. “alright,” she says.

x

“why am I really here?” she asks the first mate, watching the sun set over the water in streaks of liquid metal that pooled in the troughs of the waves and glittered on the seafoam.

“we didn’t know any better,” the first mate says, staring into the water. “we didn’t know- we didn’t know anything. we didn’t understand why she fought so viciously to guard her treasure. we could not know she protected something a thousand times more precious than the purest gold.”

she wants to be furious, but she can’t. she already knew the answer, from reading the guilt in her father’s eyes and the empty space in her own history. and she can’t hate her family.

“it’s alright,” she says. “i do have a family, anyways. i don’t think i would have liked my other life near as much.”

x

her kraken grows, spreading its tendrils over her torso and arms. she grows too, too large to come on board the ship without being hauled up in a boat from the water. she sings when the storms come and swims before the ship to guide it to safety. she fights off more than one beast of the seas, and gathers a set of scars across her back that she bears with pride. “i don’t mind,” she says, when the captain fusses over her, “now i match all of you.”

the first time their ship is threatened, really threatened, is by another fleet. a friend turned enemy of the first mate. “we shouldn’t fight him,” she says, peering through the spyglass.

“why not?” the mermaid asks.

“he’ll win,” the first mate says.

the mermaid tips her head sideways. Her eyes, dark as the deep waters, gleam in the noon light. “are you sure?” she asks.

x

the enemy fleet surrenders after the flagship is sunk in the night, the anchor ripped off the ship and the planks torn off the hull. the surviving crew, wild-eyed and delirious, whimper and say a sea serpent came from the water and attacked them, say it was longer than the boat and crushed it in its coils. the first mate hears this and has to hide her laughter. the captain apologizes to his daughter for doubting her.

“don’t worry,” she says, with a bright laugh, “it was fun.”

x

the second time, they are pushed by a storm into a royal fleet. they can’t possibly fight them, and they don’t have the time to escape.

“let me up,” the mermaid urges, surfacing starboard and shouting to the crew. “bring me up, quickly, quickly.”

they lower the boat and she piles her sinous form into it, and uses her claws to help the crew pull her up. once on the deck she flops out of the boat and makes her way over to the bow. the crew tries to help but she’s so heavy they can barely lift parts of her.

she crawls up out in front of the rail and wraps her long webbed tail around the prow. the figurehead has served them well so far but they need more right now. she wraps herself around the figurehead and raises her body up into the wind takes a breath of the stinging salt air and sings.

the storm carries her voice on its front to the royal navy. they are enchanted, so stunned by her song that they drop the rigging ropes and let the tillers drift. the pirates sail through the center of the fleet, trailing the storm behind them, and by the time the fleet has managed to regain its senses they are buried in wind and rain and the pirates are gone.

x

she declines guns. instead she carries a harpoon and its launcher, and uses them to board enemy ships, hauling her massive form out of the water to coil on the deck and dispatch enemies with ruthless efficiency. her family is feared across all the sea.

x

“you know we are dying,” the captain says, looking down at her.

she floats next to the ship, so massive she could hold it in her arms. her eyes are wise.

“i know,” she says, “i can feel it coming.”

the first mate stands next to the captain. she never had a lover or a child, and neither did he, but to the mermaid they are her parents. she will always love her daughter. the tattoos are graven in dark swirls across the mermaid’s deep brown skin and the flesh of her tail, even spiraling onto the spiked webbing on her spine and face. her hair is still tied back, this time with a sail that could not be patched one last time.

“we love you,” the first mate says simply, looking down. her own tightly coiled black hair falls in to her face; she shakes the locs out of the way and smiles through her tears. the captain pretends he isnt crying either.

“i love you too,” the mermaid says, and reached up to pull the ship down just a bit, just to hold them one last time.

“guard the ship,” the captain says. “you always have but you know they’re lost without you.”

“without you,” the mermaid corrects, with a shrug that makes waves. “what will we do?”

“i don’t know,” the captain says. “but you’ll help them, won’t you?”

“of course i will,” she scoffs, rolling her eyes. “i will always protect my family.”

x

the captain and the first mate are gone. the ship has a new captain, young and fearless - of the things she can afford to disregard. she fears and loves the ocean, as all captains do. she does not fear the royal fleet. and she does not fear the mermaid.

“you know, i heard stories about you when i was a little girl,” she says, trailing her fingers in the water next to the dock.

the mermaid stares at her with one eye the size of a dinner table. “is that so?” she hums, smirking with teeth sharper than the swords of the entire navy.

“they said you could sink an entire fleet and that you had skin tougher than dragon scales,” the new captain says, grinning right back at the monster who could eat her without a moment’s hesitation. “i always thought they were telling tall tales.”

“and now?”

“they were right,” the new captain says. “how did they ever befriend you?”

and it’s… fine. The prince is great! They’re in love, he’s very sweet and passionate, writing her poems and songs, giving her anything she wants. The time she spends with her husband is great.

but cinderella is not royalty, her family was noble but she never spent time in those circles. She’s used to being busy, she’s used to cooking and cleaning and mending. There are hours, days, where she has nothing to do.

time passes. cinderella learns the fancy lady type of needlework. Learns to ride horses. Reads a lot.

as is normal for royalty at the time, they travel and are hosted by nobles or stay at castles owned by the king. But even that variety begins to become routine. The prince is distracted, there’s a lot of young women living and working on their route. Daughters of nobles. Younger and prettier with soft hands that have never done a day’s work.

cinderella needs something to spend her time on, and there’s a part of her thinking a couple-only trip might get her husband’s attention again, so she suggests making an old castle that’s fallen into disrepair their “project.” It was built in the time when castles were made to be defensible, so it’s quite sturdy, but it’s overgrown and secluded. The prince doesn’t know why his family stopped living there either. A hundred years ago it was their summer home.

so they go. And they work. And for a while it’s great! But when they leave for winter cinderella’s husband forgets her once again. cinderella resolves to make the best of her life and stop worrying about a man who has gotten what he wanted from her.

summer comes again and this time cinderella goes alone to the old castle (minus staff, of course, but cinderella manages to narrow it down to only repair workers and one maid). She can cook and clean and mend again, but this time it’s her own choice. She is happy.

this summer they make more progress on repairs. The workers say that most of it can be salvaged, except one tower that’s been completely overgrown with vines and briars. It will have to come down, eventually, but for now it can be safely ignored.

cinderella has more free time now. The old castle has a surprisingly untouched library, though time and moisture have damaged many of the books. Behind a collection of greek poetry cinderella finds an old diary. Very old, in fact, at least a hundred years. It’s rude to read a diary, of course, but whoever wrote this is long dead, and cinderella is bored, so…

from the description of activities the author looks to have been nobility. Maybe even a princess. She’s sensitive and sweet and smarter than she seems to realize. If circumstances had been different cinderella wishes they could have been friends…

after the summer ends cinderella returns to her husband. He’s spending a lot of time with a young musician and cinderella can’t even work up the energy to care. She does some research about the castle and the family she’s married into, finds out the name of the princess who wrote the diary.

aurora. Cursed and forgotten. She died young, they say, in a plague that also took out the castle staff and her own parents. Luckily they avoided a succession crisis, but not so lucky for the dead.

time passes. cinderella goes to the old castle again and again, even out of season. Soon enough all that remains to be done is the old tower, and the builders say they should tear it down and fill the gaps before it gets cold.

one night cinderella is restless. The princess from the diary had been fond of that tower, and cinderella is far more attached to a dead woman than she ought to be. She gets out of bed, reads by candlelight, and finally goes to walk the empty halls.

she finds herself going to the tower. Pushing past the vines that don’t seem so troublesome really. They almost part before her. The stairs are perfectly intact, the door at the top is already cracked open. As if she should have done this years ago, cinderella steps into aurora’s bedroom.

she’s as beautiful as the stories say. And sitting under her hands, crossed across her stomach as it rises and falls, is a book of greek poetry.

years later, people will tell the story of cinderella as a cautionary one. Don’t seek above your station. Don’t marry for prestige. After all, a girl who grew up as a servant once married the crown prince, and disappeared after only three years. She ran away, they say, she couldn’t handle the lifestyle.

two old women who run a bookshop together agree with the lesson. Marrying for the wrong reasons never ends well. It’s best to wait for someone you have things in common with, shared interests.

or, failing that, the more linguistic of the two says, wait a decade or ten for someone to fall in love with you from your diary.

The defeat of the wizard who made people choose how they’d be to be executed

The woman who raised the changeling alongside her biological child

Cinderella finding Araura (and falling in love)

The God of Arepo (graphic novel 1 / 2 / 3) (ebook)

The Monster of Sentan

The Witch’s Cat

Raise Both Children

Stabby the Roomba (honorable mention)

Cinderella Marries the Prince (comic)

My Arch Nemesis Cynthia

Pirates and Mermaid

Eindred and the Witch

The Demon King

The Cornerwitch

Grandmother Beetroot

Apocalypse Daycare Worker

Grandmother Accidentally Summons a Demon

New Year Saga

A Story About Changelings

Ranger in the King’s Forest

The Difference Between a Hare and a Rabbit

24. The Queen with Three Cursed Children

25. Tiny Dragon with one coin hoard

26. Haunted house

27. Shark hero was about to go rogue

28. Grandma lives in the woods comic

29. A Different Aftermath comic

30. Battery (microstory but I love it so much)

31. It’s A Date comic

32. Supervillian kidnaps rival’s kid and they want to stay

33. Narrative Town

34. I have been hired to clean the wizard tower comic

35. Robot Apocalypse

36. The Statues That Do Not Weather

37. Kushiel

38. Tooth Fairy

39. Alien abduction

40. Felonious wish-granting

41. When humans met actual space orcs