US Classrooms Turn To Excerpts As Novel Reading Wanes

(MENAFN- The Arabian Post) US schools are increasingly replacing full-length novels with short excerpts in literature classes, a shift driven by falling reading proficiency, shorter attention spans and the pull of digital media, according to educators and curriculum specialists. The change has stirred debate over whether students are being denied the sustained engagement needed to build critical thinking, cultural literacy and empathy.

Data from national assessments show that reading scores among school-age children have struggled to recover after pandemic-era disruptions, with teachers reporting wider gaps in vocabulary, comprehension and stamina for long texts. Faced with crowded curricula and pressure to improve test performance, many districts have adopted modular reading materials that break classic and contemporary works into passages designed to highlight themes, techniques or historical context in isolation.

Publishers and education technology companies have responded by expanding excerpt-based anthologies and digital platforms, offering curated selections aligned to state standards. Supporters argue this approach allows teachers to expose students to a broader range of voices and genres within limited classroom time. They also say excerpts can serve as stepping stones for reluctant readers, lowering barriers to participation while targeting specific skills such as inference or textual analysis.

Yet critics warn the trend risks hollowing out literature education. Academics and literacy advocates contend that reading entire novels teaches perseverance, narrative memory and the ability to follow complex arguments across hundreds of pages. Without that experience, they say, students may struggle later with long-form texts in higher education and the workplace, from legal briefs to research papers.

A recurring concern is cultural continuity. Canonical novels have long provided shared reference points across generations, shaping civic understanding and moral reasoning. When students encounter only fragments, educators worry they miss the emotional arc and ethical dilemmas that emerge gradually through sustained reading. Some teachers also note that excerpts can flatten language, stripping away the rhythm and voice that define an author's craft.

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Classroom realities, however, complicate the picture. Teachers report that many students arrive with reading levels several years below grade expectations, making full novels daunting. Digital habits, including constant notifications and short-form video, have further eroded attention. In response, schools have leaned on shorter texts to maintain engagement and manage behaviour, particularly in large classes with limited support.

The shift has also intersected with broader debates over curriculum content and parental scrutiny. Selecting a handful of passages can reduce controversy around sensitive themes, though opponents argue this sanitises literature and avoids difficult but necessary conversations. Others point out that excerpt-based teaching may unintentionally narrow exposure to diverse perspectives if selections are overly cautious or formulaic.

Despite these pressures, some districts are experimenting with hybrid models aimed at restoring long-form reading without overwhelming students. Structured programmes pair guided excerpts with a gradual return to complete novels, supported by reading schedules, discussion groups and writing assignments that reinforce comprehension. Professional development for teachers has become central to these efforts, focusing on strategies to build stamina and motivation, such as read-aloud sessions, sustained silent reading and scaffolded analysis.

Evidence from pilot programmes suggests that when schools commit time and training, students can regain confidence with longer texts. Teachers involved in such initiatives report improvements not only in reading scores but also in classroom discussion and written expression. The key, they say, is consistency and leadership support, ensuring that novel reading is protected rather than squeezed out by competing demands.

Technology, often cited as a culprit, is also being repurposed as part of the solution. Digital annotation tools, audiobooks paired with print editions and online discussion forums are helping some students navigate dense texts while maintaining focus. Advocates stress that these tools should complement, not replace, the experience of reading a book from beginning to end.

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