And within children’s particularly vulnerable transition to the level of fluent, comprehending reader we must exert our greatest efforts to ensure that immersion in digital resources does not stunt our children’s capacity to evaluate, analyze, prioritize, and probe what lies beneath any form of information. We must teach our children to be “bitextual,” or “multitextual,” able to read and analyze texts flexibly in different ways, with more deliberate instruction at every stage of development on the inferential, demanding aspects of any text.
