A newly released study by the Association of Literary Scholars, Critics, and Writers (ALSCW) strongly suggests that two factors—a fragmented English curriculum and a neglect of close reading—may explain why the reading skills of American high school students have shown little or no improvement in several decades despite substantial increases in funds for elementary and secondary education by federal and state governments.
The ALSCW report, entitled Literary Study in Grades 9, 10, And 11: A National Survey, analyzes the responses of more than four hundred representative public school teachers who were asked what works of literature they assign in standard and honors courses, and what approaches they use for teaching students how to understand imaginative literature and literary non-fiction.
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