Reading is the heartbeat of education. It is the single most important skill that unlocks all other forms of learning. Yet, across schools today, reading proficiency among high school students has sunk to alarming levels. Reports from across the world, Kenya included, show that many learners in secondary schools cannot read fluently or comprehend what they read at their grade level. This is no longer a small problem confined to English teachers—it is an educational emergency with far-reaching consequences for young people and for the future of our society.
The ability to read and understand is not a luxury; it is the foundation upon which all academic and life skills rest. When a learner struggles to read, they struggle in every subject—mathematics, science, history, and even technical courses. Reading allows students to decode instructions, interpret information, and think critically about what they encounter. Without it, the learner becomes a passenger in the classroom—present but unable to engage meaningfully with learning.
This problem often begins in early childhood, when children fail to develop strong foundational literacy skills. However, it becomes most visible in high school, where students are expected to handle complex texts, analyse ideas, and write extensively. Many enter secondary school already behind, and the system, obsessed with exam performance, rarely pauses to address their reading difficulties. By the time they are in Form Four, some students can barely make sense of a newspaper article. Yet, they are preparing to sit national examinations that require deep comprehension and analysis.
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Modern technology has made reading both easier and harder. On one hand, digital platforms have opened up access to e-books, online libraries, and educational materials. On the other hand, social media and short-form content have rewired young minds to prefer quick, shallow bursts of information. Today’s teenager is more likely to scroll through TikTok videos or memes than to read a novel or a long article.
This shift in reading habits has serious implications. Deep reading—engaging with long, complex texts—builds focus, vocabulary, empathy, and reasoning skills. Shallow reading, by contrast, weakens attention spans and limits critical thinking. When students are used to consuming fragmented information, they find it difficult to sustain concentration, interpret symbolism, or infer meaning from text. The result is a generation that reads words but does not understand ideas.
Consequences of poor reading skills
- Academic failure and frustration.
Reading is the basis of all academic achievement. A student who cannot read fluently will struggle to grasp concepts in every subject. They may memorise facts to pass exams, but will not truly understand them. This leads to poor performance, low self-esteem, and an eventual loss of interest in learning.
- Limited career opportunities.
The modern job market values workers who can read instructions accurately, analyse information, and communicate effectively. A young person who graduates from high school without these skills is shut out of many opportunities. They are often confined to low-paying, manual jobs that offer little growth. Employers constantly report that many young workers lack basic literacy and communication skills—proof that the crisis extends beyond the classroom.
- Challenges in higher education.
University and college studies demand strong reading and writing skills. Students must interpret academic texts, conduct research, and engage in argumentation. Those who enter higher education with weak literacy foundations often feel overwhelmed, leading to high dropout rates or dismal academic results.
- Weak civic awareness and vulnerability to misinformation.
A literate citizen can read and evaluate news, policies, and laws critically. An illiterate or semi-literate population, on the other hand, becomes an easy target for propaganda and manipulation. Reading empowers citizens to make informed choices, question authority, and participate meaningfully in national conversations. Poor reading skills, therefore, threaten democracy and social cohesion.
- Erosion of personal confidence and imagination.
Reading is more than decoding words—it is entering other worlds, developing empathy, and discovering one’s own voice. Books shape character and broaden perspective. When young people cannot read well, they miss out on encountering great ideas, diverse cultures, and inspiring role models. They lose confidence in expressing themselves and become silent spectators in a world driven by communication.
- National consequences.
At the national level, poor literacy undermines productivity and innovation. A country that produces graduates who cannot read and think critically cannot compete globally. Economic growth, technological advancement, and even cultural creativity depend on a literate, intellectually agile population.
Addressing this crisis demands urgent, coordinated action. It begins with acknowledging that reading is not the responsibility of English teachers alone—it is the foundation of every subject and must be integrated across the curriculum. All teachers should see themselves as teachers of reading.
Early intervention is critical. Primary schools must emphasise phonemic awareness, vocabulary development, and comprehension from the earliest grades. Reading should not be about passing exams but about cultivating a lifelong habit of curiosity and discovery. Schools should build libraries that are alive with activity—places where reading is celebrated, not feared.
At the high school level, teachers must deliberately teach reading strategies, including summarising, questioning, predicting, and analysing texts. Literature classes should move beyond exam analysis to nurturing genuine appreciation for books. Students should be encouraged to read novels, biographies, newspapers, and journals—not just set texts.
Parents, too, have a role to play. A home without books is a home without windows. When parents model reading, children see it as a natural and rewarding activity. Reading together, discussing stories, and limiting screen time can go a long way in building a literacy culture.
Finally, the education system must rethink its priorities. Examinations are important, but they should not overshadow literacy development. A child who can read, think and express themselves confidently will excel in any test. Without reading, even the most brilliant curriculum remains meaningless.
The crisis of poor reading skills among high school students is not just an educational problem—it is a national emergency. A society that neglects reading breeds citizens who cannot think, question or create. If our young people graduate without the ability to read well, we will have failed them and compromised our collective future.
It is time to treat reading as a national agenda, not a classroom chore. Every teacher, parent, and policymaker must rise to restore the culture of reading. Because when a child learns to read well, they do not just pass exams – they unlock the door to the world.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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