KINGSTON, R.I. – Nov. 4, 2025 – Is book banning contributing to declining literacy rates?

That’s the question addressed in a new paper by Danielle Dennis, dean of the University of Rhode Island Feinstein College of Education, published in the latest edition of the journal Literacy Today.

Her article describes how, among many factors that influence literacy and educational outcomes, reading volume is one of the most powerful predictors of achievement. Dennis cites data from the National Assessment of Educational Progress, which reports that students who read for fun on a daily basis score significantly higher in reading assessments than those who rarely pick up a book.

Access matters

One of the most important factors influencing reading volume is access. Book banning — which Dennis notes has been on the rise in recent years — undermines access to literature and reduces children’s access to diverse voices. Banning books that reflect students’ interests can also alienate them from reading altogether, decreasing reading volume and stunting literacy development.

“When reading volume declines due to restricted access,” Dennis says, “the consequences ripple across a child’s academic life.”

Book bans can also set off a chain reaction, negatively impacting librarians and educators, who may self-censor or avoid recommending particular titles for fear of backlash, further limiting student exposure to literature and reducing opportunities for robust classroom discussions.

Dennis, who began her career as an elementary teacher in Minnesota, says that students need to read a lot to become proficient, as with any skill, and posits that fewer books on classroom shelves puts students at risk.

She gives simple suggestions on ways educators, parents, and policymakers can counter this and promote reading volume:

• Support policies that protect students’ rights to access diverse literature and oppose censorship efforts.
• Ensure that book collections reflect a wide range of voices, experiences, and genres to engage all readers.
• Allow students to select their own books during independent reading time to foster motivation.
• Collaborate with local libraries to expand access to books, especially in communities where school libraries are underfunded.
• Create a culture of reading as a family by setting aside time for reading, discussing books, and modeling reading behavior.

“Reading volume is a critical driver of academic achievement, personal growth, and lifelong learning,” Dennis says. “When children read widely and often, they build the skills and knowledge they need to succeed in school and beyond. We must protect children’s right to read — and to read freely.”

Dennis’ research focuses on increasing professional literacy education, using assessment data to make instructional decisions and on the use of literacy-focused policies to enhance educational practice.

A professor of literacy, teacher education and policy, Dennis has taught across ages and levels in Colorado, Florida, Kenya and the United Kingdom, receiving her Ph.D. in language and literacy education from the University of Tennessee. She holds a certificate in adolescent literacy from the University of Colorado. During her time at URI, the University’s undergraduate and graduate elementary teacher preparation programs have been named among the best in the country by the National Council on Teacher Quality.

In May Dennis was elected vice president of the International Literacy Association’s board of directors, upholding its mission to empower educators, promote evidence-based practices, and advocate for literacy as a fundamental human right. An active member of the association for more than 25 years, Dennis has also served as the chair of the policy and legislative committee for the Literacy Research Association.

“Reading is a cornerstone of cognitive development, academic success, and lifelong learning,” Dennis says.