Kids Rarely Read Whole Books Anymore. Even in English Class

Access to the article

• Some readers note they couldn’t even read the piece due to the paywall; others share an archive link.
• This is framed as ironic in a discussion about literacy and reading.

School reading, enjoyment, and book choice

• Many recall rarely reading assigned novels fully, even years ago; they used skimming, summaries, or friends’ explanations.
• Several say forced reading, especially “boring” or archaic classics, permanently damaged their enjoyment of fiction and poetry.
• Others describe becoming avid readers when allowed to choose their own genres (fantasy, adventure, tie-ins to games/movies) and when incentives were positive (library prizes), not coercive.
• There’s criticism that canonical texts are often poorly matched to kids’ interests or language level; some argue such books might be better as one option among many, after children already like reading.

Should reading be forced? Purpose of English class

• One side: without some enforced reading, many kids will never reach the literacy level needed to later discover that reading can be fun.
• Counterpoint: we already “force” them and many remain functionally weak readers; the approach, not the existence of requirements, is the problem.
• Debated purposes of English:
  • basic reading/writing fluency;
  • analysis of texts and media, detection of manipulation/propaganda;
  • shared cultural references and canon.
• Some see school largely as childcare and social-normalization; others argue it’s one of society’s most valuable investments and that people vastly overestimate their native-language competence, so “testing out” isn’t realistic for most.

Literacy, distraction, and decline

• Several commenters claim many children (and adults) can’t read beyond ~6th-grade level or even understand words in test questions, blaming culture and digital distractions.
• Others note that modern devices make sustained reading hard due to constant notifications and interruptions.

Cursive, analog clocks, and skills mix

• Some lament kids’ inability to read cursive or analog clocks; others say cursive is obsolete and rarely used, and analog clocks are mostly decorative.
• There’s an anecdote about an expensive program using rapid analog-clock reading as cognitive training, met with both praise and skepticism.

What “counts” as reading: books vs other media

• Some argue whole books build a competitive edge in jobs requiring nuance and sustained thought.
• Others note that many teens read long-form online (fanfic, web serials) and that medium and canon matter less than volume and engagement.
• Debate over quality: critics say much online/YA content is shallow compared to “real novels”; defenders respond that lowbrow entertainment has always existed, people develop taste over time, and enjoyment is a legitimate goal.
• One line of thought: literature may no longer be the central cultural medium; another: books remain uniquely information-dense, imagination-driven, and less passive than short digital “content.”

Curriculum design and modernizing texts

• Some suggest shorter, lighter, or contemporary works would better hook most students than dense classics like The Scarlet Letter or My Ántonia, which many recall as “objectively dull.”
• Others worry that “updating” literature can slide into pandering or “brainrot” adaptations, but agree that media literacy should track dominant forms (not just printed novels).
• Underneath is a tension: is the goal to foster any love of reading, to transmit a specific canon, or to build analytical skill regardless of medium?