I like writing and writing byproducts
🧉💜✨🌹


lcsrzl
@lcsrzl

For children who were raised with smartphones, by contrast, that foundation is missing. It is probably no coincidence that the iPhone itself, originally released in 2007, is approaching college age


lcsrzl
@lcsrzl

If the changes that Kotsko talks about were produced by such network effects, the natural variation in populations would have led at least a few other professors to notice occasional improvement in the quality of their students—and that’s a story I haven’t heard told. Nor do I tell that one myself. My experience is one of relative stability, not of a noticeable long-term increase in student abilities…
And what I find is that my students are, to a degree that’s strongly countercultural these days, people of the book. When they were young they were read to, and read to all the time—the Bible, yes, but not just the Bible and maybe not even primarily the Bible.


NoelBWrites
@NoelBWrites

interesting response to the "students can't read" article/discussion

I am very far from US Christian culture so I cannot confirm nor deny the author's claims, but I can say that being read to and having books available at home is what made me a resilient reader. Not only did I grow up enjoying books, I also grew up trying to read books above my skill level and figuring them out. Either by asking questions or using a dictionary or leaving them for a bit until I felt brave enough to come back. And this wasn't a conscious process. I was just a bored 8-year old that already knew the "age appropriate" books by memory so I would naturally reach for new books, try to read them and look up new words, ask questions so I could keep reading. And if they were too much, I would stop and reach for another book (or ask my parents for guidance, they could usually point to the grown-up books with simpler prose, for example).

I am incredibly grateful that was the environment I grew up in. It taught me that a single obstacle when reading is not a reason to stop. It taught me that I can try again later. I don't know how to replicate that for kids that don't have the same environment. And I don't know how to make up for that lack of resiliency in adulthood.


You must log in to comment.

in reply to @lcsrzl's post:

oh my god I was literally talking about this with my friends yesterday.

The biggest difference I see between my younger classmates and the classmates that are older is that the youngest can't actually read. Like it goes beyond "the kids can't tease out nuanced complexities in the text." They will make up things not in the text, they don't understand the basic chronology of a linear narrative, they will change words for ones that start with the same letter and kind of make sense when reading out loud, they will answer a completely different question than the one asked in the assignments.

I was doubting whether I was being unfair and shaking my cane at these kids so they would get off my lawn, but it seems to be an actual trend.

on a post about declining literacy i almost just relinked the op article. :eggbug-nervous:

but it’s absolutely a very concerning trend that began with punitive based systems like No Child Left Behind but was exacerbated by standardized testing in general and horribly flawed systems like reading recovery (which actually makes kids worse readers as they grow up)

about 15% of adults in america are functionally illiterate - they can’t read street signs. we’ve known it was a growing issue even in the 00s and 10s but it seems like smartphones and the pandemic took and accelerated it considerably. even the way modern media is designed around 4000 word count max articles because the research shows that attention starts to wander after that. that number used to be around 10000 words.

suffice to say, this is not a “back in my day” situation but absolutely a crisis.

I read the APM story on the Reading Recovery strategies in 2019 and I could not believe teachers were literally teaching kids how to guess words instead of reading them

And it's absolutely what I'm seeing in my younger classmates. Reading out loud and skipping words, making up words that kind of make sense and start with the same letter as the one they skipped, etc.

Not to derail, but I'm glad it's not just me: articles are really getting shorter. Every time I finish an article lately I'm left feeling confused, like--where's the rest of it? I assumed for a while that nobody could afford to pay for long-form journalism anymore, but maybe it's more the case that fewer people can read it.

it also means less details which means more advertiser friendly and more articles published which means more eyes. i think those studies are used more to have an excuse to keep word count short.

This is scary, I know that their are kids who were functional literate leaving primary school, but three years into secondary and no longer literate - usually due to life, but the idea that school is failing kids in this way is awful...

in reply to @NoelBWrites's post:

i have to imagine there's a massive psychological difference in a developing brain between "here's a book/books you might enjoy" and "here's a device which has books/book you might enjoy". either you stop engaging with the thing and move on, like you did with certain books, or you engage, read, and look for more elsewhere.

having a computer or phone to read books from is useful for an adult, but hindering to a kid: this is a screen device, why am i doing paper things on it? i want to do fun interactive screen things this medium is better at supporting!