Maryland Reads, a nonprofit dedicated to enhancing literacy through science of reading initiatives, is raising alarms about the adverse effects of digital devices on students’ reading abilities and critical thinking skills. In a blog post on September 18, the organization emphasized the need for a new framework for reading instruction that integrates technology use while addressing its associated challenges.
The Impact of Digital Devices
Trish Brennan-Gac, the executive director of Maryland Reads, highlighted that while the detrimental effects of digital distractions on mental health and academic performance are well-documented, there is a pressing need to explore how technology impacts cognitive development. Brennan-Gac noted, “While the impact of the digital era on mental health and academic distractions is well-known, we must also consider how technology affects students’ cognitive capacities.”
Maryland Reads has collaborated with the Albert Shanker Institute, a nonprofit research organization, to investigate how digital reading habits—like skimming and scanning—can hinder students’ ability to engage in more reflective reading practices. These habits, developed from frequent use of digital devices, can negatively affect traditional print reading, leading to a diminished capacity for deep comprehension and critical analysis.
Maryland’s Literacy Initiatives
In response to these concerns, Maryland education officials are intensifying their focus on improving literacy rates using science of reading methodologies. These approaches emphasize foundational elements such as phonemic awareness (the individual sounds in words), letter-sound correspondence, fluency, vocabulary, and comprehension skills.
The Maryland State Board of Education is actively crafting a comprehensive K-3 literacy policy aimed at promoting instructional equity and raising literacy levels. The state’s goal is to rank among the top 10 states for 4th and 8th-grade reading performance on the National Assessment of Educational Progress (NAEP) by 2027. Recent NAEP results revealed that Maryland’s average 4th-grade reading score in 2022 ranked below that of 19 other states, and its 8th-grade average was lower than those in seven other states or jurisdictions.
Carey Wright, who took office as Maryland’s state superintendent in July, has made the science of reading a central focus of her agenda. Wright is recognized for her previous success in improving literacy rates in Mississippi during her tenure as that state’s superintendent.
Addressing Digital Distractions
The conversation around technology’s impact on education is gaining traction across the country, with several states and school districts imposing restrictions on student use of cellphones and other digital devices during school hours. Advocates for these restrictions argue that excessive screen time detracts from students’ academic focus and interpersonal skills. They also express concern about the potential for unhealthy social media interactions among students.
Conversely, some parents and disability rights advocates have raised objections to the restrictions, arguing for the importance of technology in supporting diverse learning needs and enhancing educational opportunities. This ongoing debate reflects the broader challenges of integrating technology effectively in educational settings while ensuring that it serves to enhance—not hinder—students’ learning and cognitive development.
Moving Forward
As Maryland education officials and organizations like Maryland Reads continue to navigate the complex landscape of technology in education, they face the challenge of finding a balance that fosters literacy while addressing the potential drawbacks of digital learning tools. Engaging in broader discussions about the implications of technology on reading development will be crucial as they work to implement effective strategies for improving literacy rates statewide.
