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 the wider systemic factors that influence and support the reading achievement of 11-to-13 year old students in the digital age. Six case study schools represent a variety of school types in New Zealand. Year 7 and 8 teachers and the principals of the six schools were interviewed. The research found that the environment was changing in the 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.