I'm using this quote because it serves as evidence of a statistical decline in reading literacy.

"The NAEP reading assessment measures students’ reading comprehension of literary and informational texts. Students read grade-appropriate texts and answer questions about them that require both literal and interpretive understanding as well as critical thinking skills. The NAEP reading framework guides the content and development of the reading assessment at grades 4, 8, and 12. "

I think this information is important because it explain the parameters of this institutions investigation.

"Average reading scores in 2024 were lower for twelfth-graders in the following student groups compared to 2019:

• White students; 

• female students;

• students who were not identified as economically disadvantaged;

• students whose parents had some education after high school and students whose parents graduated from college;

• students attending public schools;

• students attending public, noncharter schools;

• students attending schools in suburban locations;

• students attending schools in the Midwest and South regions;

• students who were not identified as students with disabilities; and

• students who were not identified as English learners."

This information is important because it reveals the demographic of Americans who are being most (reportedly) impacted by the increase in illiteracy.

"Compared to the last grade 12 assessment in 2019, there have been changes in the percentages of twelfth-grade students for a few student groups. For example, in 2024, the percentage of White students decreased, and the percentage of Hispanic students increased. The percentage of students who were identified as English learners was higher in 2024 compared to 2019 as was the percentage of twelfth-graders who were identified as economically disadvantaged."

This information is also important to the study because it shows how the demographics of evaluated student's has evolved.

This number is staggering and should be looked at.

"The advent of COVID has severely impacted girls’ literacy development and has amplified the challenge they already faced."

Touches on the impact of the global pandemic (important factor to observe in any discussion of modern education).

"The threat of gender-based violence, child marriage and early pregnancy increases significantly during a crisis."

The dangers of illiteracy.

"Without reading and writing skills, women can be limited to occupations focused on childcare and housework, which are often unpaid or underpaid."

Brief mention of wealth disparity as a result of improper education.

Shows that the author has experience with this burnout and is equipped to discuss it.

"Students in 2021 read, on average, 6 fewer books per year than they did in 2002."

Good representation of student engagement with full novels vs short stories or academic papers.

"The ability to read lengthy texts for extended periods of time is sometimes referred to as “reading stamina.”"

We used to do this in my elementary school. I forgot about it until just now. 15 minutes of reading every day to build reading stamina.

"The goal of this experiment is not to make me a speed reader, but rather to reestablish good habits, to show myself that I can still get a hefty chunk of reading done in a short amount of time, and to discover which methods work best for me."

I think this is a good engagement tactic, rather than focusing on speed she is focusing on repetition and consistency to allow for more desire to read.

Statistical representation of pleasure reading differences over the last 40 years.

"Reading is too wrapped up in standardized testing. When you’re forced to read for high-stakes tests and constantly graded—and punished—for how well you comprehend impassive reading passages, it’s not too fun."

I agree, I think this is why student's detest pleasureful reading now. It it far too associated with academic performance. There is no joy in it anymore.

"“We have great books dealing with heavy problems, but 80 percent of the kids just want something fun!”"

I agree, I think there is too much pressure on authors to be socially conscious and make political commentary. What happened to writing a dumb story about why Timmy hates the color orange? (this is not a real reference)

"Reading also can—and should—be a community activity. Indeed, one of the motivations to read that Guthie identified among students in 1995 was “social aspects,” or the process of sharing books or ideas about books with friends and family. No students are too old for read-alouds! And many will enjoy talking together, with their educator, about the book that they just heard."

Yes, reading is a source of connection! We need to bring back the community aspect of adolescent reading.

Over half of surveyed 9-year-olds have lost a desire to read for fun. That is a DRASTIC change that needs to be addressed.

"About three-in-ten students in this age group (29%) said they never or hardly ever read for fun, up 21 percentage points from the 8% who said the same in 1984."

3-in-10 means about 6-in-20 kids do not read outside of school. That is close to half of the average middle school classroom.

"Nearly half of female 9-year-old students (46%) said they read for fun almost every day, compared with 38% of male students of the same age. And two-in-ten 13-year-old female students reported reading for fun almost every day, while 14% of their male counterparts said they did so."

Girls engage with pleasure reading much more often than boys, we should encourage female literacy.

"Students who performed better on the reading section of standardized tests in 2020 reported reading for fun more frequently."

Reading for fun is an EDUCATIONAL TOOL!!! Allowing students the space to read what they want rather than what teacher think they should be actually improves their literacy, according to this study.

Ability to read non-academically helps students develop their skills at using reading as a tool to further their education.

"When a student is writing to read, they are using writing as a tool to truly understand the reading. Writing to read is driven by the text the student is studying."

I think this approach is counter productive. Rather than allowing students to read at their leisure they are being told to read in a specific way and that they have to weed out XYZ factors in their reading. This inhibits their ability to actually immerse themself in the reading.

"When a student is reading to write, they are using reading as a tool to improve their writing. Reading to write occurs when students first learn how to imitate their favorite authors, historians, scientists, or researchers."

Reading makes better writers! This is a helpful skill in state wide testing.

"Reading feeds writing. When writing dries up or stalls, the best way to revitalize it is to feed your brain with more reading."

Students submit lack-luster essays because they have no source of inspiration and the American school system has sucked out all of the fun of reading by establishing it as an academic necessity that can only be accessed through an analytical lens.