Reader, Come Home

Introduction

In our increasingly digital world, the way we consume information is rapidly changing. We're constantly bombarded with snippets of text, images, and videos from our smartphones, tablets, and computers. This shift in how we engage with content has profound implications for our brains, particularly when it comes to reading. In "Reader, Come Home," neuroscientist Maryanne Wolf explores the impact of the digital age on our ability to read deeply and think critically.

Wolf, an expert on the "reading brain," presents a nuanced view of the challenges and opportunities presented by our digital dependence. While she acknowledges the potential drawbacks of our increasingly fragmented attention spans, she doesn't advocate for a complete rejection of technology. Instead, she argues for a thoughtful approach that combines the best of both digital and traditional reading practices.

This book is a wake-up call for parents, educators, and anyone concerned about the future of reading and critical thinking. Wolf draws on her extensive research and personal experiences to paint a vivid picture of how our brains adapt to different types of reading and what we stand to lose if we neglect deep reading skills. At the same time, she offers practical suggestions for nurturing these skills in the digital age.

The Reading Brain: A Learned Skill

One of the fundamental insights Wolf presents is that reading is not an innate ability, but a learned skill that develops as our brains grow. Unlike speaking, which most humans naturally acquire without formal instruction, reading is a cultural invention that our brains must be trained to perform.

This distinction is crucial for understanding the challenges we face in the digital age. Our brains are incredibly adaptable, capable of creating new neural networks to support skills like reading. This process, known as neuroplasticity, allows us to repurpose existing brain circuits for new tasks.

When we learn to read, our brains create a specialized network that draws on various cognitive functions, including language processing and visual recognition. Interestingly, this network can vary depending on the language and writing system we're using. For example, the brain of someone reading Chinese characters will be wired differently from someone reading an alphabetic language like English.

The fact that reading is a learned skill has important implications:

1. It takes time and practice to develop proficient reading abilities.
2. Our reading skills can change over time, adapting to new technologies and reading habits.
3. Different types of reading (e.g., deep reading vs. skimming) engage our brains in distinct ways.

Understanding these points helps us appreciate the potential impact of digital technologies on our reading abilities and the importance of consciously cultivating deep reading skills.

Deep Reading: A Crucial Cognitive Process

Wolf emphasizes the importance of deep reading, a type of engaged, attentive reading that goes beyond simply decoding words on a page. Deep reading involves several unique cognitive processes that contribute to our understanding, empathy, and critical thinking abilities.

One key aspect of deep reading is the construction of mental images. When we read deeply, our brains create vivid mental pictures to help us understand and remember the text. This process is particularly evident in literary works that use evocative language or leave room for interpretation.

Wolf uses Ernest Hemingway's famous six-word story, "For sale: baby shoes, never worn," to illustrate this point. Despite its brevity, this story prompts readers to imagine a whole narrative, filling in the gaps with their own experiences and knowledge. This act of imagination is a crucial part of deep reading, allowing us to engage more fully with the text and its implications.

Another important element of deep reading is perspective-taking. As we immerse ourselves in a story or argument, we often find ourselves adopting the viewpoints of different characters or considering multiple sides of an issue. This process, which theologian John S. Dunne calls "passing over," helps us develop empathy and broaden our understanding of the world.

Deep reading also involves what Dunne terms "coming back" – the act of returning to our own perspective after experiencing another's point of view. This back-and-forth between different perspectives enhances our capacity for empathy and critical thinking.

Wolf argues that these deep reading processes are essential for developing a range of cognitive and emotional skills:

1. Enhanced empathy and emotional intelligence
2. Improved critical thinking and analytical abilities
3. Greater creativity and imagination
4. Better memory and comprehension of complex ideas

However, she warns that our increasing reliance on digital media may be eroding our capacity for deep reading. A 2011 Stanford University study found that empathy among college students had declined by 40 percent over the previous two decades, with a particularly sharp drop in the last ten years. Some researchers, like Sherry Turkle from MIT, attribute this decline to increased online activity and reduced face-to-face interactions.

The Fragmentation of Attention

One of the most significant challenges to deep reading in the digital age is the fragmentation of our attention. Wolf describes how our information consumption habits have changed dramatically in recent years. Instead of reading long-form content in a sustained manner, we now tend to consume information in short bursts, jumping from one topic to another.

This shift is reflected in the staggering amount of data we process daily. According to research from the University of San Diego's Global Information Industry Center, the average person consumes about 34 gigabytes of information per day – equivalent to roughly 100,000 words. However, much of this information is consumed in small chunks across various digital platforms.

The consequences of this fragmented attention are significant:

1. Reduced ability to focus on long-form content
2. Difficulty engaging in deep, sustained thought
3. Decreased comprehension of complex ideas
4. Potential loss of critical thinking skills

Wolf shares her personal experience with this phenomenon. As a researcher specializing in the reading brain, she found herself struggling to keep up with the constant flow of digital information. Her once-cherished habit of reading books for pleasure began to suffer as she spent more time dealing with emails and other digital tasks.

To test the extent of this change, Wolf decided to reread one of her favorite books, Hermann Hesse's "Magister Ludi." To her dismay, she initially found the book challenging to read. The plot seemed slow, the language overly complex, and the overall experience frustratingly dense. This difficulty wasn't due to any change in the book itself, but rather to the erosion of her deep reading skills.

However, Wolf's experience also offers hope. After persevering for two weeks, she found that her brain began to readjust, and she was able to rediscover her old reading abilities. This suggests that while our digital habits can impact our reading skills, these changes are not necessarily permanent. With conscious effort and practice, we can rebuild and maintain our capacity for deep reading.

The Impact on Children's Brains

While adults may struggle with the effects of digital media on their reading habits, children are particularly vulnerable to these changes. Wolf explains that the developing brains of children are especially susceptible to the allure of multitasking and rapid task-switching that characterize much of digital media use.

Several factors contribute to this vulnerability:

1. Novelty bias: The human brain has an innate preference for new and attention-grabbing stimuli. This bias is even stronger in children, whose brains are still developing the ability to resist immediate gratification.

2. Reward center activation: Rapidly switching between tasks triggers the brain's reward center, creating a potentially addictive cycle. This contrasts with the slower, more sustained satisfaction that comes from deep reading or focused attention.

3. Underdeveloped prefrontal cortex: Children's brains are still developing the prefrontal cortex, which is responsible for attention control and understanding long-term rewards. This makes it harder for them to resist the immediate gratification of digital stimuli.

4. Overstimulation: The constant barrage of information from digital devices can lead to overstimulation, triggering the release of stress hormones like cortisol and adrenaline. This can create a cycle where children become addicted to ever-increasing levels of stimulation.

The prevalence of digital devices in children's lives exacerbates these issues. A 2015 report by the RAND Corporation found that 75 percent of children up to age eight had access to a digital device, a significant increase from just two years earlier. On average, children between ages three and five spent four hours daily on these devices.

These statistics are concerning because early childhood is a critical period for brain development and the acquisition of fundamental skills like language and attention control. Excessive screen time during this period could potentially interfere with the development of these crucial abilities.

The Power of Reading Aloud

In contrast to the potential drawbacks of digital media, Wolf highlights the immense benefits of parents reading aloud to their children. This simple act, often associated with bedtime routines, plays a crucial role in children's cognitive and emotional development.

Reading aloud to children offers several unique advantages:

1. Emotional bonding: The physical closeness and shared attention create a positive emotional association with reading and learning.

2. Language development: Exposure to a rich vocabulary and complex sentence structures in stories helps children develop their language skills.

3. Shared attention: Listening to a story being read aloud helps children develop the ability to focus on the same object or idea as another person, a crucial skill for social and cognitive development.

4. Repetition and learning: Rereading favorite stories allows children to focus on different aspects of the language and narrative each time, reinforcing their understanding and vocabulary.

5. Bridging spoken and written language: As children see the words on the page while hearing them read aloud, they begin to make connections between spoken and written language.

Wolf emphasizes that these benefits are difficult to replicate with digital devices. While apps and videos can read stories aloud, they lack the emotional resonance and physical connection of a parent reading to a child. Moreover, adults play a crucial role in guiding children's attention and helping them make connections between spoken and written language – a function that devices cannot easily replicate.

Research supports the importance of reading aloud to children. Studies dating back to the 1970s show that children who learn most of their vocabulary from real people tend to have better linguistic development. In fact, being read to as a child is one of the strongest predictors of whether a person will become a proficient reader later in life.

The Literacy Crisis and Its Consequences

Wolf draws attention to a significant literacy crisis in the United States, citing alarming statistics from national assessments. According to the 2003 National Assessment of Adult Literacy survey, 93 million people in the U.S. can only read at or below a basic level. Additionally, the National Assessment of Educational Progress found that 60 percent of American fourth-graders (ages 9-10) are not fully proficient readers.

These statistics are deeply concerning because poor literacy has far-reaching consequences for individuals and society as a whole. Wolf highlights several key points:

1. Educational outcomes: There's a clear link between fourth-grade reading levels and the likelihood of students dropping out of school later on.

2. Social outcomes: Poor literacy is associated with a range of negative social outcomes, including higher rates of unemployment and incarceration.

3. Economic impact: Low literacy levels can hinder economic growth and productivity on a national scale.

4. Civic engagement: People with limited reading skills may struggle to fully participate in democratic processes or understand complex social issues.

The author shares a personal anecdote about her son, Ben, who had dyslexia. In fourth grade, Ben's teacher assumed all students had adequate reading skills and didn't provide additional support. This led to frustration and behavioral issues for Ben and other struggling students. While Ben's parents were able to find a more supportive school environment, many families don't have that option.

This story illustrates a broader problem in the education system: many teachers are not adequately prepared to address literacy issues, especially as students progress to higher grades. The assumption that all students have mastered basic reading skills by a certain age can leave struggling readers feeling frustrated and left behind.

Nurturing Biliterate Brains

Rather than advocating for a complete rejection of digital technology, Wolf proposes a balanced approach that she calls "biliteracy." This involves nurturing children's brains to be fluent in both print and digital mediums, much like bilingual children achieve fluency in two languages.

Wolf argues that each medium has its own strengths, and children should be taught to leverage these strengths appropriately. Her recommendations include:

1. Prioritizing physical books in early education: Print books are more effective at fostering sustained attention and deep reading skills, which are crucial for developing critical thinking abilities.

2. Encouraging handwriting: Writing thoughts by hand can slow down the thinking process and encourage more thoughtful reflection on ideas.

3. Teaching digital literacy: As children grow older, they should be taught how to effectively use digital tools and navigate online information.

4. Introducing coding and programming: These skills encourage sequential, cause-and-effect thinking, which can counterbalance the tendency towards fragmented attention in digital media use.

5. Promoting active engagement with technology: Children should be encouraged to create content, not just consume it passively.

By developing these biliterate skills, children can learn to make informed choices about when and how to use different media for different purposes. This approach prepares them for a future where both traditional and digital literacy will be essential.

Preserving the "Third Life" of Readers

Wolf draws on Aristotle's concept of the three "lives" of a good society to describe the ideal balance for readers in the digital age. These three lives are:

1. The life of knowledge and productivity: This involves gathering information and learning new things, akin to looking up facts or studying.

2. The life of entertainment: This is where we find enjoyment and escape in reading, whether through fiction, non-fiction, or other forms of content.

3. The life of contemplation: This is the deepest level of engagement, where we reflect on what we've read and integrate it into our understanding of the world.

Wolf argues that the third life – contemplation – is crucial for turning knowledge into wisdom. It's in this space that we make connections between different ideas, consider multiple perspectives, and develop our own thoughts and beliefs.

However, this contemplative space is under threat in our fast-paced digital world. The constant stream of information and entertainment can leave little time for deep reflection. Wolf cites Warren Buffet's advice to Bill Gates about leaving free space in his calendar, emphasizing that time for thought is a precious commodity that can't be bought.

To preserve our capacity for deep reading and thinking, Wolf suggests:

1. Creating dedicated time and space for uninterrupted reading
2. Practicing mindful engagement with both print and digital texts
3. Encouraging discussion and reflection on what we read
4. Teaching children the value of quiet contemplation from an early age

By consciously cultivating this "third life," we can ensure that we're not just consuming information, but truly processing and integrating it into our understanding of the world.

Conclusion: Balancing the Digital and the Analog

As we move further into the digital age, the challenges to deep reading and critical thinking are likely to increase. However, Wolf's book offers a hopeful perspective on how we can adapt to these changes without losing the valuable cognitive skills developed through traditional reading practices.

Key takeaways from "Reader, Come Home" include:

1. Reading is a learned skill that can be developed and maintained with practice.
2. Deep reading is crucial for developing empathy, critical thinking, and creativity.
3. Digital media can fragment our attention, making deep reading more challenging.
4. Children are particularly vulnerable to the negative effects of excessive screen time.
5. Reading aloud to children is a powerful tool for cognitive and emotional development.
6. There is a significant literacy crisis that needs to be addressed through education and support.
7. Developing "biliterate" brains can help us leverage the strengths of both print and digital media.
8. Preserving time for contemplation is essential for turning knowledge into wisdom.

Wolf's balanced approach acknowledges the inevitability and potential benefits of digital technology while emphasizing the continued importance of traditional reading practices. By understanding how our brains respond to different types of reading and consciously cultivating our deep reading skills, we can navigate the digital landscape without losing touch with the rich inner world that books can provide.

As we move forward, it's crucial that parents, educators, and policymakers take these insights into account. We need to ensure that children are given the tools to develop strong reading skills from an early age, while also teaching them how to navigate the digital world effectively. For adults, it's about making conscious choices about how we engage with different media and setting aside time for deep reading and reflection.

Ultimately, "Reader, Come Home" is a call to action. It challenges us to think critically about our reading habits and their impact on our cognitive abilities. By doing so, we can work towards a future where digital and traditional literacies coexist, enhancing rather than diminishing our capacity for deep thought, empathy, and understanding.

In a world where information is more abundant than ever, the ability to read deeply and think critically is more important than ever. Wolf's book reminds us that these skills are not given, but cultivated. As readers, we have the power – and the responsibility – to shape our own reading brains and those of the next generation. By doing so, we can ensure that the rich tradition of deep reading continues to thrive in the digital age, enriching our lives and our society in the process.