Research reveals Australian students’ reading habits

IN Partnership with

In the digital era, screens are increasingly winning against books, and NAPLAN data shows that literacy scores are dropping. Renaissance reveals the latest figures on reading, literacy and comprehension

AT A TIME when digital distractions and screens are competing for children’s attention, fostering a genuine love for reading has never been more important. Despite efforts to improve, NAPLAN results continue to show that one in three Australian students fall below national literacy benchmarks. The growing concern over student literacy underscores the urgent need for interventions in Australian schools. Recognising these challenges, Renaissance Learning has released its 2024 What Kids Are Reading Report, led by Professor Keith Topping and supported by the National Literacy Trust. Drawing on data from over 62,000 students across 440 schools, the report provides an in-depth look at Australian students’ reading habits. The findings reveal promising trends but also highlight areas where improvement is needed, especially in reading comprehension.

Renaissance is a leading provider of educational technology solutions that empower teachers and students to achieve success. Renaissance offers a suite of products designed to enhance learning in literacy and numeracy, including Accelerated Reader, myON and STAR Assessments. These tools help educators personalise instruction, track student progress and improve outcomes through tailored learning experiences.

Find out more

“For Australian educators, these findings emphasise the importance of not only encouraging students to read more but also helping them engage more deeply with what they read”

Professor Keith Topping, University of Dundee

One of the most significant findings of the 2024 report is the increase in reading volume: Australian students read an average of 17.6 books per student, a noticeable jump from 13.2 books in 2023. However, this rise in reading volume has not been matched by an improvement in comprehension levels. The average comprehension score (APC) remained at 75%, the same as the previous year’s, underscoring the need for focused comprehension strategies in classrooms. For Australian educators, these findings emphasise the importance of not only encouraging students to read more but also helping them engage more deeply with what they read. This is where targeted literacy interventions come into play, ensuring that reading comprehension keeps pace with the growing number of books students are reading. This gap between reading volume and comprehension is a key takeaway – one that educators can’t afford to ignore.

For educators, this highlights the need for targeted support and broader reading options to keep students connected to literature during these critical years. The report also highlights growing student interest in manga, graphic novels and non-fiction titles, particularly among older students and reluctant readers. These genres provide an accessible gateway for maintaining engagement and play a key role in addressing the comprehension gap seen in secondary students. By catering to diverse interests, educators can help sustain students’ reading engagement, especially as they tackle more complex material in later years.

Students are reading more – but is it enough?

Published 30 Sep 2024

best in education

Events

Resources

technology

business

News

K/12

Higher Education

Companies

People

About us

Privacy

Terms & Conditions

RSS

K/12

Higher Education

K/12

Higher Education

Best in Education

Events

Resources

technology

business

News

Companies

People

About us

Privacy

Terms & Conditions

RSS

K/12

Higher Education

K/12

Higher Education

Best in Education

Events

Resources

technology

business

News

Companies

People

About us

Privacy

Terms & Conditions

RSS

K/12

Higher Education

“While primary students show strong engagement with complex texts, secondary students face a critical drop in both engagement and comprehension as they transition into adolescence”

Professor Keith Topping, University of Dundee

A growing divide: primary vs secondary students

The report reveals a clear divide in reading habits between primary and secondary students. Younger students in Years K–6 are leading the charge, reading more challenging books and showing higher levels of engagement. Popular series like Anh Do’s WeirDo and Aaron Blabey’s The Bad Guys continue to captivate these younger readers, reflecting a vibrant reading culture in early education. However, the data points to a troubling trend as students transition into secondary school. Engagement drops significantly in Years 7–12, with older students opting for less challenging material, which leads to a decline in comprehension scores.

Addressing the comprehension gap

Perhaps the most pressing issue highlighted in the 2024 report is the gap between reading complexity and comprehension. As students move from primary to secondary school, their ability to understand more difficult texts often lags behind their reading choices. How can schools ensure students aren’t just reading more but understanding more? The report urges schools to focus on building comprehension-focused strategies, integrating reading interventions that prioritise depth over volume.

Additionally, schools should consider offering professional development for teachers to equip them with the tools and strategies needed to foster stronger comprehension growth among students. It’s about creating a balance between volume and understanding, ensuring that students not only read more but also better engage with the material. The 2024 report doesn’t just focus on academic results. It stresses the importance of creating a reading culture in schools – one in which reading is celebrated and shared. Initiatives like reading challenges, book clubs and author visits can inspire students and promote a love for books, making reading an exciting part of school life. By fostering this enthusiasm for reading, educators can help students develop better literacy skills as well as a lifelong appreciation for literature.

The path forward for literacy in Australia

While it’s promising to see an increase in reading volume, the 2024 What Kids Are Reading Report reveals that more work is needed to bridge the comprehension gap. Implementing targeted literacy strategies, encouraging diverse reading interests and supporting teachers are all critical steps in ensuring that students not only read more but read well. As Australian students face a rapidly evolving world, fostering a love for reading and equipping them with the skills to comprehend complex texts will be key to their future success – both in the classroom and beyond. The 2024 What Kids Are Reading Report offers a roadmap for educators, providing actionable insights into how schools can nurture these essential skills while shaping a brighter future for literacy in Australia.

Source: Renaissance 2024 What Kids Are Reading Report

17.6

Average number of books read by Australian students

(2024)

13.2

(2023)

Source: Renaissance 2024 What Kids Are Reading Report

75%

Reading trends and performance: Key 2024 figures

Average comprehension score:

ATOS score (average book difficulty):

3.8/moderate