Professors report that many incoming students lack basic reading stamina and comprehension, forcing pedagogical changes in first‑year courses. Instructors described shifting classroom practices—reading aloud, line‑by‑line discussion and repeated close reading—to rebuild foundational skills lost before college. New research adds nuance: a Science paper tracking high achievers finds early peak performance doesn’t reliably predict top adult outcomes, suggesting that late specialization can yield superior long‑term results. Together the reports are prompting faculty to reconsider expectations for early mastery and to emphasize broader developmental paths through the undergraduate years.