Raising A Reader In The Digital Age Hosted by Harvard University School of Education

     

As a mother of children in pre-K, elementary, middle, and high school, and as a law-trained advocate who pays close attention to how systems shape learning, I see artificial intelligence as both a helpful tool and a serious responsibility when it comes to reading. AI can support children by explaining difficult concepts, offering summaries, and making learning more accessible, but it should never replace the foundational habit of reading itself. 

The ability to sit with a text, follow its structure, question its meaning, and develop independent interpretation is still essential for critical thinking and academic growth. 

If children rely too heavily on quick answers, they may lose patience for deeper comprehension and the discipline that reading builds over time. In my view, the goal is balance; using AI to support education while still protecting the integrity of reading as a core skill that develops focus, reasoning, and intellectual independence across every stage of a child’s development.

I assert that AI must remain a supplement not a surrogate to the arduous yet indispensable discipline of reading, lest we inadvertently erode the very intellectual sovereignty we seek to expand.

Christina Ewanga 

Child Victim Advocate

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