The statement that some members of Generation Z experience difficulties with intensive reading does not imply that the entire generation Z cannot read. Recently, the evidence showed a dramatic decrease in reading literacy skills, which raises concerns among parents and educators. Motivation to read, especially for teenagers, poses an additional challenge.

One reason for it is fragmented attention caused by social media platforms. The OECD linked to PISA shows that students whose attention gets disrupted by digital devices during classes get lower academic results, moreover their leisure activities with the device typically result in poor academic performance.

Additionally, the reason for it might be lack of extensive reading practice. According to data gathered by OECD analysis, it was found that frequent reading fiction and extended texts correlate positively with reading performance. Students who mentioned being assigned to read long texts for their school assignments scored higher in reading texts on average. Thus, the shift towards brief texts and reading posts, captions, messages and videos inevitably affect reading motivation.

It is also worth considering motivation for reading. For example, according to NAEP reported in 2024, only about one quarter of US 12^th graders had a high level of interest and enjoyment in reading. When students read mostly for academic tasks instead of curiosity or pleasure, reading often starts to feel slow and tiring, (National Center for Education Statistics)

How do we fix this?

• Bring back long-from reading gradually.

• Make reading social and engaging.

• Create distraction free reading time.

• Teach students strategies to read deeply.

• Give extra support to struggling readers.

• Start at home too.

The goal is not to blame Gen Z, but to create conditions that help them practice focused and meaningful reading again.

Happy Reading!