Reading in the Age of Speed: A Systematic Review on Temporal Anxiety and The Crisis of Slow Thinking

Abstract

In many contemporary media environments, reading is increasingly shaped by pressure to move quickly through texts. This systematic literature review examines how time pressure, perceptions of time scarcity, and slow reading practices influence readers attention and comprehension, and clarifies the usefulness of temporal literacy as a framework for understanding these changes. Using a predefined protocol, the review identified and analysed twenty two peer reviewed journal articles published from 2020 to 2025 that explicitly connect reading with temporal experience. Data were extracted on study design, key temporal and reading variables, and main cognitive and affective outcomes. The synthesis indicates that the design of digital and print environments often encourages readers to process information quickly and in a fragmented way. A perceived lack of time can lead to skimming, which hurts understanding. However, interventions that promote slow, careful reading can improve attention, thoughtfulness, and a sense of control. These findings suggest that efforts to improve literacy will be limited if they ignore how readers experience time. Therefore, encouraging deep reading requires intentionally setting aside time for slow and meaningful engagement with texts. The review suggests that educators, platform designers, and policymakers should consider time a key element of literacy practices. This means organizing reading not just by how much is read, but also by how well it's understood. Essentially, the review highlights that in a fast-paced world, protecting deep reading requires a renewed focus on the value of time.