UPDATE: A growing literacy crisis is prompting urgent discussions among educators about the need for students to read whole books in schools, rather than excerpts. This debate escalates as students struggle with reading long texts, raising concerns about their preparedness for college and beyond.
Just announced, new insights from English professors reveal that the emphasis on excerpts in classrooms—largely influenced by the Common Core State Standards—is failing students. This shift has led to a significant disconnect between high school curricula and college expectations, making it crucial for educators to advocate for comprehensive reading strategies.
The Common Core, adopted in 2010 under President Obama’s administration, has reshaped how literature is taught, with a focus on multiple-choice testing using short excerpts. Critics argue this method limits students’ ability to engage deeply with texts, leading to a decline in critical thinking. The latest findings suggest that as students are exposed primarily to excerpts and standardized tests, they develop a superficial understanding of literature, missing out on the richness of whole narratives.
In light of these findings, the co-editors of Close Reading for the Twenty-First Century assert that students must read full texts to foster genuine engagement and analytical skills. They emphasize that close reading should transition from merely identifying literary elements to making substantive arguments about entire works. Without this foundation, students risk becoming passive readers rather than critical thinkers.
The urgency surrounding this issue is heightened by the advent of artificial intelligence in education. Recent initiatives, including President Trump’s AI.gov, call for integrating AI education in K-12 classrooms. However, studies indicate that reliance on AI tools could diminish students’ critical thinking abilities, raising alarms about the future of literacy and education.
As educators grapple with these challenges, the push for teaching whole texts has gained momentum. Leading voices in literary studies are calling for a return to assigning complete novels, plays, and poems—such as Hamlet and My Ántonia—to inspire a love for literature and nurture students’ intellectual curiosity. They advocate for creating classroom environments where students can wrestle with complex texts, fostering a culture of care and inquiry.
The stakes are high: as technology continues to evolve, educators must not lose sight of the fundamental importance of reading. Engaging students with full texts not only enriches their understanding but also equips them with the skills necessary for successful futures. The time for action is now—educational institutions must prioritize whole book assignments to combat declining literacy rates and inspire the next generation of thinkers, creators, and leaders.
In this pivotal moment, the educational community is urged to rally around the cause of comprehensive reading. It’s clear that to foster a generation of critical thinkers, students need the opportunity to immerse themselves in literature, share their insights, and develop a genuine love for reading. The call to action is clear: give students the chance to read whole books—and watch their engagement and understanding soar.