Gen Z students are so unprepared for college that ‘coddling’ profs have started reading aloud to them

Gen Z students are arriving at college with such feeble reading skills that some are incapable of even comprehending full sentences — forcing professors to start reading to them aloud in class, according to a shocking new report.

Instructors at universities across the country — including top programs — detailed to Fortune how they have had to change their curriculum and teaching style to accommodate their Gen Z pupils — who are more focused on TikTok than printed text.

“It’s not even an inability to critically think,” Jessica Hooten Wilson, a professor of great books at Pepperdine University told Fortune.

Some students are struggling to read in their colleges courses.
Some students are struggling to read in their colleges courses.
Manuel – stock.adobe.com
“It’s an inability to read sentences.”

She said instead she’s forced to read passages aloud in class together and analyze them line-by-line.

She also said she needs circle back on a poem and text during the semester, she said.

“I feel like I am tap dancing and having to read things aloud because there’s no way that anyone read it the night before,” Wilson said.

“Even when you read it in class with them, there’s so much they can’t process about the very words that are on the page.

The Reading Crisis Among Gen Z College Students: Professors Forced to Read Aloud in Class

A shocking new report has revealed a growing problem in colleges across the United States: students from Generation Z are entering higher education with such weak reading skills that some are unable to comprehend even full sentences. This alarming trend has forced professors to adjust their teaching methods drastically, with some even resorting to reading course materials aloud during class.

Jessica Hooten Wilson, a professor of Great Books at Pepperdine University, explained to Fortune that the issue is not a lack of critical thinking. Rather, it is a fundamental inability to process written sentences. “It’s not even about thinking critically,” Wilson said. “It’s an inability to read sentences.”

According to Wilson, she often has no choice but to read passages aloud with her students, analyzing them line by line to ensure comprehension. She frequently revisits texts, such as poems or complex literary passages, multiple times throughout the semester because students struggle to process the words on their own. “I feel like I am tap dancing, having to read things aloud, because there’s no way anyone read it the night before,” she added. “Even when you read it in class with them, there’s so much they can’t process about the very words that are on the page.”

This phenomenon is not limited to Pepperdine University. Professors at top universities nationwide report similar challenges, indicating that this is a widespread issue rather than an isolated case. Many attribute the decline in reading skills to cultural and technological shifts. Gen Z students, who have grown up in an era dominated by TikTok, Instagram, and other short-form content, are more accustomed to rapid visual consumption than deep engagement with printed text.

The implications of this reading crisis extend beyond the classroom. Experts warn that weak literacy skills in college may affect students’ academic success, career readiness, and ability to engage critically with complex information. Some professors are experimenting with innovative teaching strategies to combat this issue, such as integrating more interactive discussions, digital annotations, and group reading exercises into their courses.

However, for now, many instructors find themselves performing what Wilson described as a kind of “academic tap dance,” reading aloud in class just to ensure that their students can engage with the material. This startling trend raises important questions about the role of technology, social media, and educational practices in shaping the next generation’s literacy skills.

As universities continue to adapt, one thing is clear: the traditional expectation that students will read and comprehend texts independently may no longer align with the realities of today’s Gen Z learners. Educators are now tasked with finding a balance between embracing modern engagement tools and preserving the essential skills of reading and comprehension that are crucial for lifelong learning.