Atomized English: Fewer Whole Books, More Isolated Learning Experiences

Authors

• Andrew Newman, State University of New York at Stony BrookFollow
• Jonna Perrillo, University of Texas at El PasoFollow
• Jeremiah Piña, Independent Research ConsultantFollow

Document Type

Report

Publication Date

6-2026

Keywords

English Language Arts, Literature, Books, Social Learning, Digital Texts, Test Preparation, Equity

Abstract

This white paper presents findings from the State of Literature Instruction National Survey, administered online to secondary English Language Arts (ELA) teachers during the 2024-25 school year. An analysis of approximately 1250 responses demonstrates three key findings: 1) Classes that read whole books are associated with more “social learning” pedagogies; 2) Classes under test pressure are less likely to engage in social learning pedagogies and more likely to offer atomized learning experiences, emphasizing individual, decontextualized skill development; and 3) Digital texts are more likely to be assigned in classes that experience test pressure. We find equity gaps between student identity and the classes that experience social and atomized learning and, therefore, in the messages students receive about what reading is for.

Recommended Citation

Newman, Andrew; Perrillo, Jonna; and Piña, Jeremiah, "Atomized English: Fewer Whole Books, More Isolated Learning Experiences" (2026). Department of English Faculty Publications. 33.
https://commons.library.stonybrook.edu/eng-articles/33