On the Shortcomings of Literacy

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In an era where reading is popularly promoted as a gateway to intelligence and success, it is necessary to interrogate the actual benefits of literacy beyond surface-level assumptions. While reading may improve verbal ability, it is not strongly associated with general intelligence (g), and its efficacy largely depends on how the knowledge acquired is utilized.

Reading literature without applying its lessons to real-life decision-making and social relations is futile, just as consuming non-fiction without extracting actionable insights is a wasted effort. Moreover, research suggests that smarter individuals are less likely to suffer from reading deficits, but reading itself does not increase intelligence. This article will use empirical studies to examine the idea that reading is an unequivocal good, emphasizing that the quality and application of knowledge matter more than reading per se.

One of the most widely accepted beliefs about reading is that it enhances cognitive ability. A study by Stuart Ritchie and colleagues found evidence that reading improves verbal ability and abstract thinking. However, the authors were unclear about the causal mechanisms linking reading to abstract reasoning. While engaging with deep and complex texts may foster an appreciation for abstract thought, this experience is likely more common among individuals inclined toward intellectual pursuits. Rather than reasoning itself boosting cognitive ability, a more plausible explanation is that intellectually curious and analytical individuals gravitate toward reading as an avenue to refine and expand their skills. Moreover, although this study featured twins with considerable genetic similarities, twins can differ in the possession of specialized cognitive abilities which stimulate reading and cognitive enrichment.

Similarly, David L. Share’s and co-workers in a landmark paper reinforce the idea that intelligence dictates reading capability rather than the reverse. Inevitably, individuals with higher IQs progress in reading more quickly, yet reading itself does not significantly contribute to broader cognitive gains. Revealing the authors concur that low intelligence does not inhibit reading progress, even in children with abnormally low IQs. More recent studies have corroborated the finding that reading is not impossible for even those with suboptimal IQs. The implication of this is that though intelligence is required to comprehend information, basic reading is not a g-loaded activity.

Another dimension of the reading debate pertains to its heritability. The study, “Early-Initiated Childhood Reading for Pleasure: Associations with Better Cognitive Performance, Mental Well-being and Brain Structure in Young Adolescence,” by Yun Jun Sun and colleagues found that reading for pleasure is moderately heritable. In other words, genetic predisposition plays a role in determining whether an individual enjoys reading. Additionally, environmental stimulation—such as being raised in a book-filled home—further influences reading habits. Of importance is that this paper observed an association between early-initiated reading and superior cognitive performance, but as noted earlier this is not direct evidence for the thesis that reading causally enhances general intelligence. These results could be measuring the genetic disposition of intelligent parents who create a cognitively stimulating environment for children. Such people are likely to raise smarter individuals whose propensity for intellectual activities will make them more likely to engage in reading for pleasure.

Furthermore, the research article, “IQ as a Predictor of Reading Comprehension and Writing Achievement on EFL Learners,” by Ary Setya B Ningrum and colleagues highlights the finding that reading comprehension is highly dependent on IQ. Although low-IQ individuals can learn to read well and develop strong reading habits, their comprehension and ability to apply information remain constrained by cognitive limitations. Thus, reading ability alone is not indicative of deep understanding or critical thinking skills.

Another misconception about reading is that more reading necessarily leads to better outcomes. However, the type and quality of reading material matter far more than sheer volume. “Does it Matter What Children Read? New Evidence Using Longitudinal Census Data” from Spain by John Jerrim and co-workers illustrates that not all reading is equally beneficial. The study found that reading high-quality, complex texts was far more predictive of cognitive and academic gains than reading lower-quality materials. This suggests that indiscriminate reading, particularly of simplistic or poorly constructed literature, has little intellectual value.

This insight applies to adults as well. Many people consume self-help books, political commentary, and business literature without integrating the insights into their lives. The passive consumption of knowledge without application renders reading an empty exercise. It is not the act of reading itself that fosters intelligence and success, but the ability to critically engage with ideas and implement them effectively.

The assumption that reading enhances social understanding is also flawed. While literature exposes readers to different perspectives, it does not automatically translate into improved social skills or real-world adaptability. Many avid readers struggle with practical decision-making and interpersonal relations because they do not translate abstract insights into actionable strategies. Reading about human nature, for instance, does not guarantee better social interactions if the reader lacks emotional intelligence or experience in applying theoretical knowledge to real-world situations.

Moreover, reading can sometimes lead to intellectual arrogance rather than wisdom. Those who consume vast amounts of literature without practical engagement may overestimate their competence in fields where experience and hands-on practice matter more than theoretical knowledge. This is particularly evident in industries where applied skills outweigh academic learning.

Reading is not an inherent good; it is a tool whose utility depends on how it is used. The studies discussed do not definitely assert that reading will automatically boost intelligence, although it aids verbal ability. Additionally, the heritability of reading habits suggests that those predisposed to reading are often more intelligent to begin with, which complicates the notion that reading itself cultivates intelligence. Furthermore, the quality of reading material is paramount—engaging with substantive texts is far more valuable than consuming large quantities of low-quality content. Lastly, reading without application is of little benefit, as knowledge must be integrated into decision-making and social interactions to be meaningful.

Ultimately, society should move away from glorifying reading as an unquestioned virtue and instead emphasize the importance of critical thinking, application, and the quality of information consumed. In a world overflowing with books, articles, and online content, the challenge is not merely to read but to read well and use knowledge effectively.