Why Mathematics Teachers Should Care About America's Reading Crisis

The Mathematics of Learning Series — Article 1

By José Vidot, Ed.D., M.A., B.S.

Ironclad Learning Company July 11, 2026

As a mathematics teacher, I have become increasingly concerned about a problem that extends far beyond English classrooms: students are reading less, and many are struggling to sustain attention on longer, more complex texts. While this may appear to be a literacy issue, it is equally a mathematics issue. Every year I work with students who possess the computational skills necessary to solve problems but cannot successfully navigate mathematical word problems because they struggle to comprehend what they are reading. Mathematics is often described as the universal language, but before students can apply mathematics, they must first understand the language in which the mathematics is presented.

A meta-analysis of 49 studies involving more than 37,000 participants found a significant relationship between reading comprehension and mathematics achievement (Akin, 2022).

Research supports this concern. Reading comprehension is strongly associated with success in mathematical problem solving, particularly with word problems that require students to interpret, analyze, and synthesize information before selecting an appropriate mathematical strategy. A meta-analysis of 49 studies involving more than 37,000 participants found a significant relationship between reading comprehension and mathematics achievement (Akin, 2022). Likewise, Vilenius-Tuohimaa et al. (2008) demonstrated that reading comprehension is a strong predictor of mathematical word-problem performance, even after accounting for students' basic reading ability. These findings suggest that improving literacy is not merely an English language arts objective—it is fundamental to improving mathematics achievement.

This is why Rose Horowitch's (2026) article, The End of Reading Is Here, caught my attention. Although her article focuses broadly on the decline of sustained reading in American society, many of the implications she raises have direct consequences for mathematics education.

The empirical evidence is difficult to ignore. According to the U.S. Bureau of Labor Statistics' American Time Use Survey (ATUS), Americans spend significantly less time reading for pleasure than they did two decades ago. In 2004, approximately 28% of Americans reported reading for personal interest on a given day. By 2023, that figure had fallen to about 16% (U.S. Bureau of Labor Statistics [BLS], 2024). Meanwhile, increasing amounts of leisure time are devoted to smartphones, streaming platforms, social media, and other digital media.

 In 2004, approximately 28% of Americans reported reading for personal interest on a given day. By 2023, that figure had fallen to about 16% (U.S. Bureau of Labor Statistics [BLS], 2024). Meanwhile, increasing amounts of leisure time are devoted to smartphones, streaming platforms, social media, and other digital media.

This trend is echoed by the National Endowment for the Arts, which reports that fewer than half of American adults read a book during the previous year. Americans may be reading thousands of words each day through emails, text messages, news feeds, and social media, but sustained engagement with books continues to decline.

The educational consequences are becoming increasingly apparent. Results from the National Assessment of Educational Progress (NAEP), often called The Nation's Report Card, show declining reading achievement among American students, particularly following the COVID-19 pandemic. Only about one-third of high school seniors perform at the "Proficient" level in reading (National Center for Education Statistics [NCES], 2024). It is worth noting that NAEP's definition of proficiency represents a rigorous standard of competency rather than simple grade-level performance, but the downward trend remains concerning.

Adult literacy presents a similar picture. The Organization for Economic Co-operation and Development's Program for the International Assessment of Adult Competencies (PIAAC) reports that many American adults struggle with complex literacy tasks requiring them to evaluate, integrate, and synthesize information from extended texts (Organisation for Economic Co-operation and Development [OECD], 2024).

Horowitch (2026) also reports that college professors increasingly find students unable or unwilling to complete assigned books. In response, many instructors have shortened reading assignments or substituted excerpts, videos, or multimedia resources. Publishers have likewise observed changing consumer preferences toward shorter, more accessible books, while analyses of contemporary best sellers suggest sentence lengths have become shorter than those found in best-selling books of a century ago.

Taken together, these trends point to a significant cultural shift. Yet it is important to distinguish evidence from interpretation. The statistics demonstrate that Americans are reading fewer books, spending less time engaged in sustained reading, and facing measurable literacy challenges. Horowitch's conclusion—that the United States is entering a "post-literate" era—is an interpretation rather than a directly measurable scientific finding.

As a mathematics educator, however, I find the implications difficult to dismiss. Solving mathematics problems—particularly those involving modeling, applications, proofs, or multi-step reasoning—requires careful reading, sustained attention, logical sequencing, and the ability to synthesize information. Students who struggle to comprehend complex written passages often struggle equally with understanding what mathematical problems are asking them to do.

Technology itself is not the problem. Audiobooks, podcasts, educational videos, and artificial intelligence provide valuable tools for learning. However, they should complement—not replace—the deep, sustained reading that strengthens concentration, reasoning, and analytical thinking. If students lose the habit of reading challenging texts, we should not be surprised when they also struggle to solve challenging mathematical problems.

Whether or not one accepts Horowitch's description of America as becoming "post-literate," the evidence clearly indicates that sustained reading is declining. For those of us who teach mathematics, this is more than a literacy issue—it is a learning issue. Reading and mathematics are not competing disciplines; they are complementary ways of developing the careful reasoning and problem-solving skills that students need to succeed in school and beyond.

References

Akin, A. (2022). Is reading comprehension associated with mathematics skills: A meta-analysis research. International Online Journal of Primary Education, 11(1), 47–61.

Horowitch, R. (2026, July 8). The end of reading is here. The Atlantic. https://www.theatlantic.com/magazine/2026/08/reading-crisis-postliterate-age/687618/

National Center for Education Statistics. (2024). The Nation's Report Card: Reading. https://www.nationsreportcard.gov/reading/

Organisation for Economic Co-operation and Development. (2024). Programme for the International Assessment of Adult Competencies

(PIAAC). https://www.oecd.org/en/about/programmes/piaac.html

U.S. Bureau of Labor Statistics. (2024). American Time Use Survey. https://www.bls.gov/tus/

Vilenius-Tuohimaa, P. M., Aunola, K., & Nurmi, J.-E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409–426.

About the Author

José Vidot, Ed.D., is the founder of Ironclad Learning Company and has dedicated more than 30 years to teaching, tutoring, and mentoring students in mathematics and statistics. Throughout his career, he has taught learners from middle school through college, helping students build not only computational proficiency but also the critical thinking and problem-solving skills essential for lifelong success.

Dr. Vidot's professional interests include mathematics education, statistics, cognitive science, educational technology, and the relationship between literacy and mathematical reasoning. His work emphasizes that successful mathematics learning extends beyond formulas and procedures; it requires careful reading, logical analysis, and the ability to synthesize complex information.

Through Ironclad Learning Company, he provides individualized mathematics instruction, academic coaching, and educational resources designed to help students develop confidence, independence, and a deeper understanding of mathematics. He is passionate about translating educational research into practical strategies that benefit students, parents, teachers, and lifelong learners.

This blog is part of an ongoing series exploring mathematics education, learning science, artificial intelligence, and the habits of mind that foster academic excellence.

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