A viral video where a young Spanish woman complains about the difficulty of reading the romantic classic ‘Wuthering Heights’ has sparked a generational debate about reading comprehension. But beyond the controversy, the data show a real problem: reading skills are falling in all generations, with digital natives being the sector of the population most especially affected.
The video. It lasts just two minutesbut it has been generating debate for days. A 25-year-old girl complains, with her copy of ‘Wuthering Heights’ in hand, that she finds the language archaic, she needs to consult the dictionary constantly to understand terms like “tin” or “par excellence”, and she estimates that it will take months to finish it. The video has accumulated millions of views and has unleashed a generational war on social networks: how is it possible, say the most veterans, that a university student does not know relatively commonly used words or is not used to consulting a dictionary?
The conversation should not be limited to pointing out blame and differences between educational levels. We are facing a generational change that alludes to how written language is processed, and ‘Wuthering Heights’ has become the accidental battlefield on which to explore that transformation.
New times. There is a gap between contemporary narrative aimed at young audiences and literary classics. Young Adult (YA) prose, a genre that attracts millions of readers on social networks (a fact: 55% of the readers who roam TikTok are between 18 and 34 years old, and 78% they are women) prioritizes immediacy, agile dialogues and direct descriptions. It is literature designed for rapid consumption, in tune with digital rhythms. Emily Brontë, for her part, wrote for Victorian readers accustomed to long subordinate clauses, detailed descriptions, and a vocabulary that assumed a certain formal education. Distance is both temporal and structural: different narrative architectures for differently trained brains.
The data. The TikTok viral could be interpreted as an isolated anecdote, but a recent study by the BBVA Foundation prepared by Spanish researchers with international data from the Program for the International Assessment of Adult Competencies (PIAAC). It reveals a progressive decline in reading and numerical skills since the Millennial generation: those born after 1980 show significantly lower cognitive skills than Baby Boomers and Generation X when they were the same age.
According to the study, Generation Z obtains reading comprehension scores up to 20 points below Generation PIAAC standardized testswhich evaluate the ability to understand, interpret and use written information. The gap widens in numerical skills: young people born after 1995 show difficulties in interpreting graphs, calculating percentages or solving basic mathematical problems applied to real situations. The deterioration is systematic, and also affects developed countries with advanced educational systems.
Eyes that do not see. The studies of eye tracking from the Nielsen Norman Group document how users read on the Internet following an F pattern: two horizontal sweeps across the top, followed by a quick vertical scan down the left side. Reading becomes selective keyword tracking. This behavior, typical of Internet browsing, is inappropriate for complex texts that require following arguments developed over multiple pages. The architecture of attention changes: we move from deep dive to shallow scan.
The fault of social networks. Digital platforms are designed to capture attention through short, dopamine content. The algorithms reward 15-second videos, striking images, and texts that are consumed at a glance. The attention economy does not encourage depth, and reading ‘Wuthering Heights’ requires the opposite: sustained concentration, tolerance for ambiguity, the ability to memorize information while constructing cumulative meaning. They are skills that atrophy without training.
If new generations show systematic deficits in these areas, the consequences transcend the debate over whether or not someone can read a Victorian classic. They affect how we process information of all kinds: medical, legal, financial, political… The young woman in the viral video may be a symptom of something more worrying than the inability to read texts with unusual vocabulary.
Facilitate access? This controversy opens up a multitude of tremendously fascinating sub-controversies: educate better or facilitate access to complex texts? For example, Penguin Random House launched its collection in the United Kingdom in 2019. Penguin English Library with updated translations of classics, maintaining the original meaning but eliminating obsolete linguistic turns that slow down reading. The also British The School of Life He published versions “translated into modern English” of philosophers such as Schopenhauer and Nietzsche. AND apparentlythese editions sold 40% more than traditional versions among readers under 30 years of age during the year 2020-2021.
But there is also the counterargument that simplifying language impoverishes the experience of reading. The classics are not just arguments or themes that can be transported to any packaging. For example, Brontë’s prose, with its labyrinthine subordinate clauses and convoluted vocabulary, builds atmosphere and rhythm. Removing that complexity to “make it easier” to read is like reducing the length of a classical music symphony because today’s listeners prefer three-minute songs. The search should perhaps be to improve reading training, not to adjust the texts to the less prepared reader.
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