Students are often expected to paraphrase passages of texts, and reading for knowledge and information does not allow them to put the author's thoughts into their own words. 

In academic writing, students have to read multiple texts and synthesize them in their own writing, and reading only for the acquisition of knowledge and information is not conducive to this. 

Reading in order to acquire information and knowledge does not promote metacognitive strategies necessary for academic writing, such as reading with a writing task already in mind.

Reading with the goal of acquiring knowledge and information focuses more on understanding the core ideas of the text, but it ignores the fact that L2 learners (for example) often struggle with the basic comprehension of texts at the linguistic level.