ABSTRACT In New Zealand schools, the focus continues to be on improving the reading achievement of all students situated across a range of socio-economic groups. This is particularly so for our young adolescent students, where research investigations have indicated some concerning trends which influence reading development for this age group. This research explored 11-13-year-old students in six case-study schools in New Zealand. Year 7 and 8 teachers and the principals of the six schools were interviewed. The research found changing use of information communication technologies to engage and motivate these young adolescents in reading. In some of the case-study schools, the increased use of iPads and laptops during reading facilitated a means of high interest engagement in reading for contextual purposes. The variance of access to a reliable infrastructure impacted on some schools' ability to effectively integrate digital technologies within their literacy programmes.