Readers urge schools to restore whole-book reading and build stamina from kindergarten

Letters to The New York Times responding to a Dec. 15 front-page article about students getting condensed versions of books argued that schools should restore sustained, whole-book reading as a core part of English instruction. Eva Moskowitz wrote that when expectations are high and adults believe in students’ abilities, young people will meet the challenge and enjoy sustained reading.

She said guided analysis of short texts is valuable but should supplement, not replace, reading complete works; only sustained reading, she added, helps students gain insight into the human condition and learn to participate thoughtfully in a democratic society. Moskowitz urged starting this work in kindergarten, creating a strong reading culture, and having adults model joyful reading.

(Eva Moskowitz, New York; identified as the founder and chief executive of Success Academy Charter Schools.) Christel Stevens, a theater professional, said she was surprised by the frequent assignment of Shakespeare in lists for young readers and suggested that students might better experience plays by seeing live productions or film adaptations.

She recommended offering timely, engaging options such as reading J.R.R.

Key Topics

Culture, Whole-book Reading, Eva Moskowitz, Shakespeare, J.r.r. Tolkien, Kindergarten