Students with elite college aspirations have extracurricular schedules that demand as much-if not more-time than school itself, contributing to diminished reading comprehension.
An English teacher might not be able to assign more than 10 to 15 pages of relatively easy prose per class meeting, impacting students’ grasp of the material and novel meaning.
If we want students to read books, we have to be willing to prioritize the time for them to do so, allowing for immersive reading experiences.
Selection in American universities occurs with little interest in the qualities that faculty might consider essential for student success and literacy.
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