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1、Australian 2024 editionReadingKidsAreWhatRenaissance Student Artwork ContestOverall Winner The student artwork featured on the cover andthroughout this report was created by in pre-Kindergarten to Year 12 who took part in an artcontest asking them to illustrate on the topic ofeither How reading make

2、s me feel or Howreading makes you feel about the future.”Copyright 2024 by Renaissance Learning,Inc.All rights reserved.Printed in Australia.All logos,designs,and brand names forRenaissances products and services are trademarks of Renaissance Learning,Inc.,and its subsidiaries,registered,commonlaw,o

3、r pending registration in the United States.All other product and company names should be considered the property oftheir respective companies and organisations.METAMETRICS and LEXILE are trademarks of MetaMetrics,Inc.,and areregistered in the United States and abroad.Microsoft Copilot and Microsoft

4、 Bing Chat are trademarks of the Microsoft group ofcompanies.Introduction Copyright 2024 by Julianne Robar.This publication is protected by US and international copyright laws.It is unlawful to duplicate or reproduce any copyrightedmaterial without authorisation from the copyright holder.For more in

5、formation,contact:RENAISSANCEPO Box 8036Wisconsin Rapids,WI 54495-8036(800)338-Suggested citation:Renaissance Learning.(2024).What kids are reading:2024 .au/wkarAbout the ArtistRoza.Year 4 Girl reading a book by a tree with an amazingworld happening around her.ContentsIntroductionOverview of Reading

6、 Habits in AustraliaKindergarten to Year 2(K-2)Establishing Strong Reading FoundationsYears 3-5Years 3-5:Maintaining Reading MomentumYears 6-8Years 6-8:Re-engaging Young School ReadersYears 9-12Years 9-12:Realities of High School ReadingAbout the ReportMatching Books to KidsAbout Accelerated Reader

7、and About myON56781112 15 161920 22 2324|Introduction|What Kids Are Reading4IntroductionBy Julianne Robar Reading Is the Future.At Renaissance,weve always known the importance of reading in acceleratinglearning for all students.We first published this report 16 years ago,and we continue to update it

8、,becausewe know that reading builds lifelong learners,furthers communication,sparks the imagination,and fostersinnovation.For these reasons,and many more,we believe that reading is the future,and weve shaped thereport this year with this theme in mind.We know that reading matters,and that it willalw

9、ays matter,and we are excited to share whatkids are reading today in order to inspire what theymight read tomorrow.The more time kids spendreading,the more they practice critical skills,andthe more they practice,the more proficient theybecome.Why is it important to be a good reader?Readinghelps us t

10、o process the information we encounterevery day.Reading is a set of skills students neednot just when they are younger;its an activity theywill perform to understand and actively participatein their world for their entire lives.Reading can transport kids to new places andintroduce them to new ideas

11、every time they pickup a book.Just by reading,kids encounter newwords to add to their vocabulary.We looked intojust how many words kids are exposed to byreading daily throughout the course of theirschooling,and the number is astronomical.Turn tothe Research Analysis for Years K2,found onpage 7,to le

12、arn more.The more time kids spendreading,the more theypractice critical skills,andthey more they practice,themore proficient they become.“”Boost in reading engagement amongAustralian StudentsThe 2024 report reveals a remarkable increasein reading engagement among Australianstudents,with the average

13、number of booksread per student rising from 13.2 in 2023 to 17.6in 2024.Comprehension lags behind readingcomplexityThe 2024 report highlights a gap between thecomplexity of books chosen by Australianstudents and their comprehension,particularlyas they move from primary to secondaryschool,indicating

14、a need for focused support.Introduction|What Kids Are Reading|5Sr Director Metadata&Product InteroperabilityOverview of Reading Habits inAustralia The 2024 report encompasses data from 62,559 students across 440 schools in Australia,representing a slight decline of 7%compared to the previous year,wh

15、ere 67,221 studentsparticipated.Despite the drop in student numbers,engagement with the Accelerated Reader(AR)program remained strong,as evidenced by the increase in the total number of quizzes taken.Australian students completed 1,108,147 quizzes and passed 909,365,reflecting a robust level ofparti

16、cipation and a commitment to reading.On average,students read 17.6 books each in 2024,compared to 13.2 books per student in 2023.This demonstrates a tremendous growth in reading engagement and an increased passion forreading among students utilising the AR program.The significant rise in total words

17、 read,from 17,271,156,025 last year to 22,223,794,799 this year,suggests that students who participated were reading more intensively,choosing longer and morecomplex books.This increase in reading volume is encouraging,as it indicates a deepeningengagement with reading,even as the overall number of

18、participants has slightly decreased.Participation and Scope The average book difficulty,measured by the ATOS score,remained steady at 3.8,indicating thatAustralian students are consistently challenging themselves with moderately difficult texts.However,the average comprehension score(APC)stayed at 7

19、5%,the same as the previous year.This steadyAPC suggests that while students read more,their ability to comprehend these texts is improving at adifferent rate.This finding is crucial for educators,highlighting the need for targeted interventions toenhance comprehension skills alongside reading volum

20、e.Reading Trends and Performance The report also reveals a distinct pattern inreading habits between primary and secondaryschool students.Primary students(K-6)exhibited higher levels of engagement with theAR program,reflected in both the number ofquizzes taken and the complexity of the bookschosen.I

21、n contrast,secondary students(7-12)showed a marked decline in engagement andreading comprehension,with many opting forless challenging material.This transition fromprimary to secondary school represents acritical period where targeted support isneeded to maintain and build on the readingskills devel

22、oped in earlier years.|Overview|What Kids Are Reading6Years K-2In the early years of schooling(K-2),Australian students demonstrated a strong preference forbooks by local authors,with Anh Do and Aaron Blabey leading the list of most popular books.Titles such as WeirDo and The Bad Guys were particula

23、rly favoured,reflecting the appeal ofhumour and relatability in this age group.The average ATOS score for this group was 2.7,indicating that students were reading at a level slightly above their chronological age.However,the average APC of 80%suggests that while students engage with these books,thei

24、rcomprehension skills have room for improvement.This age group also showed a significant interest in picture books and early chapter books,whichare crucial for developing foundational literacy skills.The data indicates that while young studentscan tackle slightly challenging texts,their comprehensio

25、n only sometimes keeps up with thedifficulty of their chosen books.This underscores the importance of guided reading practices and the role of teachers and parentsin supporting early literacy development.Most Popular Books WeirDoAnh Do(3.4/LY 5-8)The Bad GuysAaron Blabey(2.4/LY 5-8)Pig the PugAaron

26、Blabey(1.7/LY 5-8)The top three books for K-2 readers”WeirDo”by Anh Do,“The Bad Guys”by Aaron Blabey,and“Pig the Pug”by Blabeyare popular due to their strong humour,relatable characters,andengaging visuals.“WeirDo”captivates young readers with its silly school-life situations and quirky,exaggerated

27、characters,making it funny and relatable for kids just starting school.The“Bad Guys”,on the other hand,features a group of bad animals who humorously try tochange their ways,offering action-packed storytelling that appeals to childrens sense of adventureand humour.Lastly,“Pig the Pug”entertains with

28、 the outrageous antics of a selfish,grumpy pug,teaching kids lessons about behaviour in a laugh-out-loud,funny way.The humour in these storiescombines bold illustrations and underlying messages of kindness and friendship,making thementertaining and educational for young readers.Title,Author(ATOS lev

29、el,interest level)Overview|What Kids Are Reading|7Years K-2:Establishing a Strong Reading FoundationWhen kids first learn to read,it is so important that they regularly spend time practicing this newskill.Among the many benefits of reading,time spent on this activity serves as an indicator of wordex

30、posure,which contributes to overall vocabulary growth.How much reading practice time isenough?When we say daily reading,we mean just 15+minutes per day.Research Analysis*Why should kids spend 15+minutes reading each day?Reading may look passive,but kidsactively make meaning with eachword they encoun

31、ter.Researchers callthis incidental vocabulary learning,and it means students need heavyexposure to both known and unknownvocabulary to develop literacy skillsand build background knowledge.Word exposure while reading is inaddition to vocabulary learnedthrough instruction.Exploring our data,we found

32、 thatcumulative word exposure bygraduation for seniors who read just15+minutes per day throughoutgrades K12 peaked at 6.8 millionwords,versus the 1.5 million wordskids were exposed to when spendingless time reading.For kindergartenthrough grade 2,students who readfor 15 minutes or more dailyencounte

33、red nearly 5 times as manywell over 200,000 morewords askids who read for less time.121 Source:Accelerated Reader database,20222023 school year.2 Webb,S.(2020).Incidental vocabulary learning.In S.Webb(Ed.),The Routledge handbook of vocabulary studies(pp.225239).Routledge.The More Kids Read the More

34、Theyll KnowReading 15 min/dayReading+15 min/day59,071words encounteredwords encountered275,144|Years K-2|What Kids Are Reading8*breakdown is based on US dataHow can I inspire more students to spend enough time reading?Only 49%of kids in years K2 read for15+minutes per day last school year,andin all

35、grades combined just over half ofstudents did so(51%).To inspire kids toput in the time,consider guiding them toscience,technology,engineering,andmath(STEM)topics,which may helpspark their natural curiosity and echoindividual interests.Our data show that last school year,halfof the kindergartners re

36、ad at least oneSTEM title(49%),and even more kids didso in years 1(66%)and 2(77%)onaverage,71%for the early grades.Withso many kids trying out STEM books,butthis category represents only 10%ofoverall reading in the early grades,STEMis an untapped source of readinginspiration.Only 49%of kids inyears

37、K-2 read for 15+minutes per day.Popular STEM Books for K-2Loose ToothLola M.Schaefer(0.9/LY 5-8)Consider these popular STEM titles and find others at .au.From Head to ToeEric Carle(1.0/LY 5-8)The Very ImpatientCaterpillarRoss Burach(1.7/LY 5-8)A Color of His OwnLeo Lionni(2.3/LY 5-8)STEM Books May A

38、ctivate Reading Motivation71%of kids trySTEM booksYears K-2|What Kids Are Reading|9*breakdown is based on US data|Years 3-5|What Kids Are Reading10Years 3-5As Australian students progress into Years 3-5,the reading landscape becomes more complex.Jeff Kinneys Diary of a Wimpy Kid series dominated the

39、 top spots,with multiple entries in the listof most popular books.These students were reading at an average ATOS level of 5.4,significantlyhigher than in the K-2 group,reflecting increased reading complexity.However,the average APCdropped to 80%,indicating a slight decline in comprehension as studen

40、ts began to tackle morechallenging texts.The continued popularity of Kinneys series and J.K.Rowlings“Harry Potter”books highlights theenduring appeal of engaging narratives that blend humour with relatable characters.These booksentertain and provide opportunities for young readers to explore more co

41、mplex themes andlanguage,essential for developing advanced literacy skills.However,the decline in comprehension scores suggests that as students move towards morechallenging material,they may require additional support to grasp the content fully.Most Popular Books Diary of a WimpyKidJeff Kinney(5.2/

42、MY 9-13)Harry Potter and thePhilosophers StoneJ.K.Rowling(6.0,MY 9-13)Charlie and theChocolate Factory Roald Dahl(4.8/MY 9-13)For years 3 to 5 in Australia,books like“Diary of a Wimpy Kid”by Jeff Kinney,“Harry Potter”by J.K.Rowling,and“Charlie and the Chocolate Factory”by Roald Dahl are popular for

43、their blend ofhumour,adventure,and relatable experiences.The“Diary of a Wimpy Kid”series connects deeplywith young readers by depicting Greg Heffleys everyday struggles in a humorous light.Titles like“Rodrick Rules”and“Cabin Fever”highlight family conflicts and school challenges,which childrencan ea

44、sily relate to,while the comical illustrations add an extra layer of entertainment.Meanwhile,J.K.Rowlings“Harry Potter”series draws readers into a world of magic and adventure,with“The Philosophers Stone”and“The Chamber of Secrets”offering an immersive escape intoHogwarts.The combination of mystery,

45、fantasy,and strong themes of friendship and courageresonates with children,who find both excitement and personal growth in Harrys journey.Years 3-5|What Kids Are Reading|11Years 3-5:Maintaining Reading Momentum After establishing a 15+minutes per day reading routine for students in the early primary

46、years,its important to keep that momentum going through the upper primary years.Ourdata show that kids who read daily for a quarter of an hour or more not only encounter morevocabulary but also are more likely to improve their overall reading achievement.Research Analysis*After learning to read,do k

47、ids really need to keep practising this skill each day?Yes.As kids move through their schooling,they transition from learning to read to alsoreading to learn.Kids still need to activelypractice reading to further hone thestrategies,vocabulary,and backgroundknowledge they will continue to learn andus

48、e throughout their schooling and theirfuture lives.11 Source:Accelerated Reader database,20222023 school year.Making time for this activity for just 15+minutes daily is still the key.In years 35,wefound that kids who began the year belowbenchmark in reading(below the 40thpercentile rank)were 10%more

49、 likely to meetthe benchmark by spring on the Star Readingassessment when they read for 15+minutesdaily.|Years 3-5|What Kids Are Reading12At Risk Readers Hit the Mark with 15+minutes per Daylikely to reachbenchmarklikely to reachbenchmarkReading 15 min/dayReading 15 min/day19%29%*breakdown is based

50、on US dataHow can I help to sustain students interest in reading?In upper primary,kids move from early readers andpicture books to chapter books of varying lengths.Graphic novels,with lots of visuals and short bits oftext,may especially appeal to kids looking for high-interest books in a nontraditio

51、nal format.Graphic novels illustrate a books action in a uniqueway that may capture kids attention where otherbooks have not.For struggling,reluctant,or resistantreaders,graphic novels may be the key to unlockingthe joy of independent reading.And asking kids to tryreading a graphic novel for“just 15

52、 minutes”maymake what they have typically viewed as an unwieldy“task”more manageable.Concerned that graphic novels might not challengestudents in the same ways that novels do?Our datatell a different storygraphic novels read last schoolyear in years 35 had similar reading levels to allbooks students

53、 read(on average,3.0 versus 3.2),andkids understood graphic novels as well as traditionalbooks,scoring 80%versus 81%on comprehension.Kids understood graphic novels as well as traditional books scoring80%versus 81%on comprehension.Popular Books for 3-5Consider these popular titles and find others at

54、.au.Harry Potter and thePhilosophers StoneJ.K.Rowling(6.0/MY 9-13)Harry Potter and theGoblet of FireJ.K.Rowling(6.8/MY 9-13)WeirdoAnh Do(3.4/LG K-3)MatildaRoald Dahl(5.0/MY 9-13)Years 3-5|What Kids Are Reading|133.03.2ATOSATOSGraphic Novels Stack up Well withConventional Books*breakdown is based on

55、US data|Years 6-8|What Kids Are Reading14Years 6-8In the years 6-8,Australian students exhibited diverse reading preferences,with contemporary andclassic titles appearing in the most-read lists.J.K.Rowling remained popular,particularly with titleslike Harry Potter and the Philosophers Stone and The

56、Chamber of Secrets.The average ATOS for this group was 5.5,slightly higher than in Years 3-5,but the average APCdeclined to 77%.This drop in comprehension is concerning,as it suggests that while studentsselect more challenging books,they may need help understanding the content,particularly as theytr

57、ansition into secondary education.The report also highlights a plateau in reading difficulty at this stage,with many students choosingto remain within a comfort zone of familiar and beloved series rather than exploring new andpotentially more challenging material.This trend points to the need for in

58、itiatives that encouragemiddle school students to broaden their reading horizons and engage with a broader variety ofgenres and authors.Most Popular Books Diary of a WimpyKidJeff Kinney(5.2/MY,9-13)Harry Potter and thePhilosophers StoneJ.K.Rowling(6.0/MY 9-13)The Hunger GamesSuzanne Collins(5.3/MY 1

59、2+)For students in years 6 to 8 in Australia,books like“Harry Potter”,“Diary of a Wimpy Kid”,“TheHunger Games”,and“Wonder”are widely loved for their mix of fantasy,humour,adventure,andimportant life lessons.J.K.Rowlings“Harry Potter”series captivates with its magical world,touching on themes of frie

60、ndship,courage,and growing up,which resonate with young readers.Meanwhile,“The Hunger Games”by Suzanne Collins offers an exciting,fast-paced dystopianadventure exploring complex ideas of power,survival,and rebellion that appeal to older kidsseeking more mature themes.“Diary of a Wimpy Kid”by Jeff Ki

61、nney remains a favourite due to its humorous take on theawkwardness of middle school life,making it both relatable and entertaining.“Wonder”by R.J.Palacio delivers powerful messages of empathy and inclusivity,ideal for this age group.Years 6-8|What Kids Are Reading|15Years 6-8:Re-Engaging Youthful R

62、eadersEach shool year,our reading data echo research that shows kids typically read the most booksaround fifth or sixth years.Many schools we work with find that reading peaks around years 5 to 6,before students tranistion into secondary school.Yet,we also know that students who invest inquality rea

63、ding practisereading for more minutes with better comprehensionexperiencesignificantly greater growth in overall reading achievement.Research Analysis*How does daily reading benefit students as other interests compete for their time?11 Cunningham,A.E.,&Stanovich,K.E.(1997).Early reading acquisition

64、and its relation to reading experience and ability 10 years later.DevelopmentalPsychology,33(6),934945.Cunningham,A.E.,&Stanovich,K.E.(1998).What reading does for the mind.American Educator,22(12),817.2 Source:Accelerated Reader database,20222023 school year.3 SGPs range from 199 and are interpreted

65、 like Percentile Rank scores: learn more about student growth trends,visit: as schedules fill for busy years6-8,dedicating time for reading is asimportant as ever.Taking a fewminutes to read in the car on the wayto an event or to wind down beforebed may be just the break busytweens and teens needtim

66、eparticularly well spent as this practicemay also contribute to significantachievement gains.Using Student Growth Percentiles(SGPs)that compare student growthwith academic peers nationwide,wefound that kids in years 68 who readfor 15+minutes daily,while scoring85%+on their reading comprehensionquizz

67、es,scored an SGP of 52 on theStar Reading assessment,growingmore than kids who read for less timeand with less comprehension(85%)who earned an SGP of 43.3.|Years 6-8|What Kids Are Reading16Discerning Readers Pack in More Growthwith 15+Minutes per DayReading 15 min/dayScoring 85%comprehension 4342SGP

68、SGPReading 15 min/dayScoring 85%comprehension*breakdown is based on US dataHow do I keep students engaged in reading?Guiding students to find a book series may motivatemiddle school readers,as its often hard to resist the nextinstallment after being drawn in by the first satisfyingread.Our data show

69、 benefits for students who engage inseries reading.Kids with sustained interest in a seriesread more books and more frequently than those notreading series titles.The more series reading,the morebooks read,with the largest leap from 23 books read bystudents engaged in two series to more than twice t

70、hat50 booksread by kids who read three or more series.Students engaged in multiple book series also read for46 minutes daily,nearly doubling the 24 minutes spentby students reading non-series books.Students engaged inmultiple book seriesread for 46 minutesdaily,nearly doublingthe 24 minutes spent by

71、kids reading non-seriesbooks.Popular Book Series for Years 68 Consider these popular book titles and find others at .auWonderR.J.Palacio(4.8/MY 9-13)Harry Potter and thePhilosophers StoneJ.K.Rowling(6.0/MY 9-13)The Hunger GamesSuzanne Collins(5.3/MY 12+)OnceMorris Gleitzman(4.1/MY 12+)Years 6-8|What

72、 Kids Are Reading|17Kids Hooked on Series Read More Books OverallReading 0 SeriesReading 1 SeriesReading 2 SeriesReading 3 Series16booksbooksbooksbooks182350*breakdown is based on US data|Years 9-12|What Kids Are Reading18Years 9-12For Australian students in Years 9-12,the data revealed a continued

73、interest in modern and classicliterature.Titles such as The Hunger Games by Suzanne Collins and Animal Farm by GeorgeOrwell were among the most popular reads.The average ATOS score for this group was 5.9,reflecting a higher difficulty level than younger students.However,the APC for this group furthe

74、r dropped to 82%,indicating that comprehension remains asignificant challenge as students encounter more complex themes and language in their readingmaterial.Despite the higher ATOS scores,this decline in comprehension suggests that older students maybenefit from more structured support in developin

75、g critical reading and analytical skills.The dataindicates that while students are drawn to challenging and thought-provoking texts,they may needhelp to fully engage with the nuanced content,which could impact their overall academicperformance and readiness for post-secondary education.Most Popular

76、Books Harry Potter and theGoblet of FireJ.K.Rowling(6.8/MY 9-13)Shooting StarsBrian Faulkner(4.9/MY 9-13)For Australian students in years 9 to 12,books like“The Hunger Games”by Suzanne Collins andJ.K.Rowlings“Harry Potter”series remain hugely popular due to their engaging plots andrelatable themes o

77、f adventure,bravery,and identity.“The Hunger Games”offers a grippingdystopian story that prompts readers to reflect on power and survival,while“Harry Potter”continues to captivate with its rich fantasy world and exploration of friendship and growing up.Additionally,“Animal Farm”by George Orwell and“

78、The Simple Gift”by Steven Herrick introducedeeper themes like societal critique and personal growth.“Animal Farm”critiques power andcorruption through allegory,making it a thought-provoking read for older students,while“TheSimple Gift”delves into themes of homelessness and kindness,offering a more e

79、motional andreflective narrative.These books resonate with students,encouraging them to think critically andreflect on real-world issues.The Hunger GamesSuzanne Collins(5.3/MY 12+)Years 9-12|What Kids Are Reading|19Years 9-12:Realities of High School ReadingResearchers,educators,and parents are some

80、times surprised and concerned to see secondarystudents reading books below a grade 9 difficulty level,but does crossing the threshold into highschool mean kids should focus solely on high-level texts?While its true that some of the booksstudents encounter will be written at higher difficulty levels,

81、such as classics embedded within thecurriculum,in reality,many kids will select books like those topping popular best sellers charts toread for enjoymentResearch Analysis*How does daily reading benefit students as other interests compete for their time?11 Source:Accelerated Reader database,20222023

82、school year.2 NYT Combined Print&E-Book Fiction spanning the 20222023 and 20212022 school years: The ATOS Readability Formula uses average sentence length,word length,and word-difficulty level to estimate text difficulty on a grade-level scale;interest levels are based on publisher recommendations a

83、bout the sophistication/maturity of a books content,ideas,and themes.Examining recent New York Times BestSellers,we found that high schoolers readat levels comparable to adults.Onaverage,the best sellers had ATOSreading levels of 5.2 with upper-gradeinterest levels,while our data show thatstudents i

84、n grades 912 read at an overalllevel of 4.9 ATOS last school year(about4.9 for fiction and 4.7 for nonfiction).The 20+best sellers listed .au included bookslike“The Seven Husbands”of Evelyn“Hugo”by Taylor Jenkins Reid(4.5),“TheMidnight Library”by Matt Haig(5.2),and“All the Light We Cannot See”by Ant

85、honyDoerr(6.2).Ideally,high school reading should includeboth the study of revered literary worksand reading for enjoyment.Its importantto maintain 85%comprehension whilereading for at least 15 minutes daily toyield above-average growth,similar to theresults highlighted earlier.2|Years 9-12|What Kid

86、s Are Reading20Teens Book Choices Parallel Adults PicksHigh School ReadingATOS4.95.2ATOSNew York TimesBest Sellers*breakdown is based on US dataHow many students in years 9+read“high school level”books?Modern authors typically write in moreaccessible ways than their classiccounterparts,who employed

87、the conventionsof their time,such as formal vocabulary andlengthy,complex sentences.Of the top 100fiction books read in each year,912,the fewwith reading levels of 9.0+(below)wereclassics and likely part of the curriculum.Whats more,someclassic texts have levels matching bestsellers,such as“Of Mice

88、and Men”(4.5)and“The Crucible”(4.8).High-Level Contemporary Books for Years 912Consider these popular titles and find others at .au.Animal FarmGeorge Orwell(7.3/MY 14+)HatchetGary Paulsen(5.7/MY 9-13)Bad LuckBasketballThomas KinsgleyTroupe(4.3/MY 9-13)Our data show that,on average,12%of highschoolst

89、udents read at levels 9.0 and above lastschool year.This percentage varied by grade,from 6%of Year 9 students,14%of Year 10students,and 11%of Year 11 students,but evenby Year 12,less than a quarter of kids werereading high-level books(21%).Of all booksread by high schoolers last year,only about2%had

90、 reading levels of 9.0+.To Kill AMockingbirdHarper Lee(5.6/MY 14+)Years 9-12|What Kids Are Reading|21Few High Schoolers Take on High-Level Books*breakdown is based on US dataAbout the ReportAt Renaissance,reading isand always has beenthe future.To us,reading is the past,present,future,and everything

91、 in between.Reading is how all of us,young and old,big and small,learnabout the world,gather information,process ideas,develop empathy,and feed our imaginations.Reading teaches us about the past and helps us to imagine the future.”Once kids learn to read,their world expandsexponentially.Reading show

92、s kids whatspossible and transports them to new places,both real and imagined.Reading is steadfast.Kids can depend on reading as a way to escape,to explore,to relax,to learn,and to gainunderstanding of events that have happenedearlier or are unfolding before us.While kids may indeed be relaxed and c

93、ontentwhile reading,their minds are hard at work.While reading,kids decode words,processnew information,draw on backgroundknowledge,broaden their understanding ofthe world,and learn new vocabulary words.Asthey revisit sentences and reread passages,they solidify their comprehension of newwords and co

94、ncepts.They use readingstrategies theyve learned at school ordeveloped through their own practice toengage deeply with the content andcharacters they encounter.And practicing allthese skills helps kids become better readersand develop into critical thinkers,who are ableto handle the texts and inform

95、ation they will befaced with in the future.It is our hope that the What Kids Are Readingreport helps all readers find their next greatread or that very special book that gets themhooked on this invaluable pastime.“Kids can depend on reading asa way to relax,to learn,and togain understanding of event

96、sthat have happened earlier orare unfolding before us.”With each turn of the page,reading alsoprepares our kids for whats next.Though kidscurled up with a book may look like they are“justreading,”a passive activity nothing could befurther from the truth.|About the Report|What Kids Are Reading22This

97、report strives to inspire all Australian students,whether they are avidreaders or are resistant or reluctant to get started.When choosing a book toread,its important to consider factors like content,structure,and a readersmotivation and level of background knowledge,as well as a books textcomplexity

98、 and content.The ATOS Readability Formula and the Lexile Framework for Reading are twoways to estimate text complexity for books and other reading materials.BothATOS and Lexile measures put readers and texts on the same scale to helpmatch students with text at individualised difficulty levels.ATOS c

99、onsiders three key predictors of text difficulty:average sentence length,average word length,and average word-difficulty level,and reports readinglevels on a year-level scale(e.g.,an ATOS of 5.4 indicates text a typicallyperforming year 5 student could likely read and understand by about mid-schooly

100、ear).Visit .au to find ATOS levels for virtually any book oranalyse other text for free at provide additional readability information,we pair ATOS levels with interestlevels from publisher recommendations about the sophistication and maturitylevel of a texts content,ideas,and themes:LG(lower years,K

101、3),MG(middleyears,48),MG+(middle years plus,6 and up),and UG(upper years,912),though whether a text is appropriate for a student is a local decision best madeby students,educators,parents,and caregivers.The Lexile Text Analyser evaluates a books reading level by measuring textcharacteristics,such as

102、 sentence length and word difficulty,to determine itsLexile text measurewhich can range from below 0L for beginning readers toabove 1600L for advanced texts.To see the Lexile text ranges by grade forstudents to be college and career-ready,view the chart here: Inc.provided the Lexile text measures in

103、 this report.Matching Books to KidsAccerlatedReaderPublishersWe collaborate withpublishers to develop over55,000 quizzes for theAccelerated Readerprogram.Allen&Unwin Penguin Random House Pan Macmillan Walker Books AustraliaAbout the Report|What Kids Are Reading|23About Accelerated ReaderAccelerated

104、Reader helps teachers accessdata-based insights into student readingpractice,manage personalised goal setting,and connect to a worldwide community ofsupport(.au/products/accelerated-reader/).How it works:Teachers set personalisedreading goals for each student,using keyfactors for success:quantity(ti

105、me spentreading),quality(reading comprehension),anddifficulty(text complexity).Studentsindividually select books to read,taking anAccelerated Reader comprehension quiz afterfinishing each one.Immediate feedback isshared with the student and teacher aftereach quiz,including comprehension level andnum

106、ber of words read.With quizzes for 55,000+books and newquizzes constantly added,AcceleratedReader offers students vast reading optionsand provides personalised readingsuggestions,and any book with a quizavailable can be found .au.myON is a student-centred,personalisedliteracy platform offering unlim

107、ited access tothousands of enhanced digital books andauthentic,age-appropriate reporting ontimely topics and current events via myONNews(.au/products/myon/).How it works:On myON,students arematched to books based on reading level,grade-appropriateness,and interests.Teachers assign books or encourage

108、students to self-select reading materials fromup to 6,000 digital books for years K12,including multiple formats(like graphicnovels and picture books),various readinglevels(including high-low and advancedmaterials),popular fiction and series,nonfiction focused on curriculum-alignedtopics,and Spanish

109、 language texts.Withrobust interactive literacy tools,studentsinteract deeply with texts,while teacherseasily monitor their engagement,growth,and literacy success.myON provides helpful reports for educatorsand a Student Profile snapshot for studentsand families with information on individualreading

110、activity.myON also enablesstudents to easily record themselves readingaloud.With the extensive reading data ourprograms provide,we are able to presentmyriad reading options in the What Kids AreReading report.As you guide students tobooks to spark or sustain their interest inreading,involve your read

111、ers in this process.Kids are particularly motivated by choice,which will likely lead them to both engagemore deeply with what they are reading andnaturally gravitate to reading more.And themore kids read,the more they will learnabout the past and be prepared for theirfutures.About myON|About the Rep

112、ort|What Kids Are Reading24About The ArtworkThe student artwork featured on the cover andthroughout this report was created by in pre-Kindergarten to Year 12 who took part in an artcontest asking them to illustrate on the topic ofeither How reading makes me feel or Howreading makes you feel about th

113、e future.In addition to the inspiring student winnersartwork,four honourable mentions are picturedhere.Our sincerest thank you to all of thestudent participantswe are awed by your hardwork and creativity.We hope our readers continue to be energisedand hopeful about all the future brings.“Kids can depend on readingas a way to relax,to learn,andto gain understanding ofevents that have happenedearlier or are unfolding beforeus.”About the Report|What Kids Are Reading|25Winners ArtworkRoza,year 4 Inspire lifelong learning with powerful literacysolutions from Renaissance.Contact us