To understand why we should be concerned about how young people read, it helps to know something about the way the ability to read evolved. Unlike the ability to understand and produce spoken language, the ability to read must be painstakingly (36) by each individual. The "reading circuits" we construct in the brain can be (37) or they can be robust, depending on how often and how (38) we use them.
The deep reader enters a state of hypnotic trance (心醉神迷的状态). When readers are enjoying the experience the most, the pace of their reading (39) slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection and ysis. It gives them time to establish an (40) relationship with the author, the two of them (41) in a long and warm conversation like people falling in love.
This is not reading as many young people know it. Their reading is instrumental: the difference between what literary critic Frank Kermode calls "carnal (的) reading" and "spiritual reading". If we allow our offspring to believe carnal reading is all there is—if we don’t open the door to spiritual reading, through an early (42) on discipline and practice—we will have (43) them of an enjoyable experience they would not otherwise encounter. Observing young people’s (44) to digital devices, some progressive educators tank about "meeting kids where they are," molding instruction around their onscreen habits. This is mistaken. We need, (45) , to show them someplace they’ve never been, a place only deep reading can take them.
A. acquired B. actually C. attachment D. cheated E. engaged
F. feeble G. illicit H. insistence I. intimate J. notwithstanding
K. petition L. rather M. scarcely N. swayed O. vigorously