LAUSR

The growth of online content has raised questions about how digital reading affects the brain and what kinds of reading instruction students need to be prepared for the future. Some researchers have noted that the need to process large amounts of information may be causing readers’ brains to become more suited to skimming than to deep reading. Maria Ferguson observes that this raises a dilemma for educators who prize the critical thinking and analytical skills that come from deep reading while recognizing that the ability to sift large amounts of material is a valued skill in today’s workplaces.