Susan D. Nymm

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"

This is the heart of the problem in some subject areas. I teach philosophy and if I had a nickel for the time I spend explaining to an ethics class, for example, why using ai to “help” them write their papers is directly defeating the purpose of the course (namely for them to learn to engage in systematic ethical reasoning…)… like no - that’s not saving time, it’s specifically avoiding doing the thinking you’re here to do.

I've spotted a huge decline over the last two years. What's upsetting is how so many of our current third years have declined since their first year. I did a seminar with them the other day, on the topic of the environmental impacts of different diets. One guy told me confidently that there would be no additional agricultural lands if we all went vegetarian.

"Cool," I said. "What's your source for that?"

"I'm sure I read it," he said.

"Fair," said I, "go and look it up. Find an academic source, let's assess it to see if it's robust."

The first thing he did was go to Google, and then read the AI summary.

"That's not a source," I said. "Find me a source."

Five minutes later, he happily tells me that a Guardian article says so, and mentions the World Economic Forum.

"Okay," I said. "Neither of those are academic sources, and the WEF is secondary anyway. Go to Google Scholar, and find a journal article."

Ten minutes later, he tells me he can only find articles that say it's a very complex issue in spite of pop cultural received wisdom, and we don't actually know.

A THIRD YEAR. This man has a dissertation due in THREE MONTHS. This is a skill we taught him in first year, and it's all dribbled out of his ears in the quest for easy summaries from an autocomplete algorithm. And I dearly wish I could say he's an exception, but Jesus Christ, that would be a lie.

I'm currently writing a lecture for the second years for their research methods module, and I normally wouldn't need to do this. But I'm having to re-introduce them to the basic concepts of how to actually analyse findings rather than lazily take whatever they seem to say at face value. I'm trying to find a good paper that had Surprising findings, because I want to show them a research question and a set of results and then get them to speculate and research on why they found something so different, but that's a difficult thing to search for.

This, as I said in the post, is a noticeable and significant problem in the last two years. It is affecting students who were fine three years ago, and now aren't. It is a very specific issue that is affecting very specific skills, including previously very intelligent people

This is already attested in the literature. Meanwhile, the for-profit education system has not changed in the last two years

Additionally, prior to the last 2-3 years, I had failed one student ever, and flagged one student ever for plagiarism. This year we've had to deal with five separate plagiarism cases on the Masters course alone, all of whom admitted to LLM use. Not one of them can analyse information worth a damn; all of them had excellent prior undergrad scores.

Hit the “thumbs down.” It’s like, what’s wrong??? Was our summary wrong? Were there offensive words? Thank you for helping us improve our AI tools :)

I selected “other.”

Text box popped up. Please elaborate!

Wrote in “I can fucking read” submit comment

Then had to spend several minutes torching all my settings with a flamethrower. Let me be clear: I’m (a lawyer) notoriously picky with my words FOR GOOD REASON (lawyering) so I overwhelmingly reject Gmail’s “helpful” little assistance. My privacy settings were set to “full paranoia” a little less than a year ago when I saw the writing on the wall and knew public defenders could become a target in the future. Better to lock it all down now.

Gemini had crept in there and turned ALL that shit back on. And showed itself by saying “Jane Doe says she’s so sorry for your loss and offers to reschedule for Thursday at 3” over an email from Jane Doe saying “I’m so sorry for your loss. We could reschedule for Thursday at 3?”

Why would I possibly need this. In what universe would I need this. I have eyes and a brain and a reading speed that twenty years ago was measured at 1500 wpm with full comprehension on dense scientific text. Furthermore! If I read a summary, I’m not reading what they actually wrote. If I’m not reading what they actually wrote, I’m not using my own judgment on the words and phrases that they used.

I literally don’t understand why this is helpful at all. This is just avoidance. Using LLMs to write is specifically Not Writing. Using LLMs to summarize is Not Reading. Using them to make art is Avoiding Making Art. Just READ! Just WRITE! I was not put on this fucking planet to not read and not write and not make art! Avoidance is an anxiety symptom and indulging it gives it more power.

If I had an AI to do my most dreaded task, answer the phone for clients, I wouldn’t use it. Because an AI cannot help them. An AI cannot hear the facts of their case, make appropriate noises, be thoughtful and insightful, and then give them a realistic estimate of what could happen in court. I am unique. I cannot be replaced by machine learning. I have style. I have expertise. I don’t hallucinate unless I’m having a really great Friday night and I’m off the clock.

When I need to outsource tasks from my own brain, I give them to people I know can do them and that I trust to do them right.

If the wording of the brief is so unimportant that it doesn't warrant human focus and can be considered "busywork" rather than a crucial task what is the point in having it at all?!

So much of AI marketing undermines the importance of the tasks being undertaken at all and makes them out to be things that are essentially for the look of the thing.

Daniel Henney as al'Lan Mandragoran

Emi Satō (born 1973) "Happiness" 2006