The article discusses a groundbreaking study conducted by neuroscientists at Columbia University’s Teachers College, revealing that children aged 10 to 12 learn better through traditional paper-based reading than on screens. The study, using a sample of 59 children, employed electrodes to analyze brain responses while participants read texts in both formats. The researchers found that for “deeper reading,” there was a clear advantage to reading on paper compared to screens, where “shallow reading” was observed.
The nationwide decline in reading scores among American youth, particularly in the aftermath of the Covid-19 pandemic, has been a cause for concern. While blame has been placed on factors like remote learning and teachers’ unions, the article highlights the lack of attention given to the physical object children use to read.
The study’s significance lies in its focus on the critical period of reading development, specifically in children aged 10 to 12, when a crucial shift occurs from “learning to read” to “reading to learn.” The researchers caution against discarding printed books, emphasizing the advantage for depth of processing when reading from paper.
The article criticizes the tendency of school districts, driven by the allure of the digital revolution, to adopt computerized test-taking and screen-reading programs at the expense of printed books and libraries. Despite over a decade of social science research supporting the superiority of comprehension and retention on paper, the article notes a lack of influence on local school boards, highlighting the need for a reconsideration of current educational trends.