Dwight Longenecker:

It would seem that a new generation of students is in danger of not being illiterate, but un-literate. In other words, they can read, but they don’t read. Being un-literate means they are unable to develop a decent vocabulary, develop crucial creative and critical thinking skills, broaden the mind, and experience wider cultural and historical knowledge. In other words, they will be uneducated.

One of the primary reasons for the decline in book reading among college students is the explosion of digital media. Social media platforms, streaming services, and video content compete for students’ attention. Social media platforms offer instant gratification. Short, easily consumable content is more entertaining than a lengthy novel or textbook.

Students do consume “literature” but in formats that require less effort than traditional reading. Audiobooks allow the listener to tune in while driving, exercising or doing chores making it easy way out for those struggling to curl up with a good book.

They also have more reading than ever before. In the midst of a busy academic schedule, demanding extra curricular activities and a frenetic and possibly stressed social life, students are expected to keep up not only with classic literature, but also textbooks, research papers, lecture notes and online textual resources. It is easy to brand the resulting “reading fatigue” as another snowflake phenomenon, but it is arguable that there really is an increased quantity of reading demanded—much of it badly written, wordy, dry and obtuse. No wonder students lack the energy and enthusiasm to read for pleasure.

Parents overestimate student achievement, underestimate spending

Related: Act 10

Did taxpayer funded Wisconsin DPI Superintendent Underly Juice Test Scores for Reelection?

 taxpayer funded Madison School District long used Reading Recovery…

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?