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Nas últimas duas décadas, a leitura mudou do papel para, cada vez mais, os ecrãs. À medida que a digitalização se espalha, tem havido preocupações crescentes com o acesso desequilibrado a novos tipos de recursos entre estudantes socioeconomicamente favorecidos e desfavorecidos.

Os resultados do PISA 2018 mostram que, embora os alunos desfavorecidos estejam a recuperar o atraso em termos de acesso a recursos digitais, o seu acesso ao capital cultural, como livros em papel em casa, diminuiu e a lacuna socioeconómica tem sido persistente nas últimas duas décadas. Este resumo de política chama a atenção das partes interessadas em educação para esta questão e fornece evidências para a discussão da equidade na educação, examinando como o acesso a livros em casa está relacionado ao modo predominante de ler livros, no seu desempenho na leitura e no seu prazer de ler.

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• In 2000, socio-economically disadvantaged students reported having access to 133 books at home on average, which is over half of what advantaged students reported having access to. In 2018, disadvantaged students reported having access to 107 books, which is around half of what advantaged students reported having access to.

• In2018,studentswhoreportedreadingbooks“moreofteninpaperformat”haveaccesstoanaverage of 195 books at home. Students who reported reading “equally often in paper format and on digital devices” have 179 books at home, while students who reported reading books “more often on digital devices” have 131 books at home. Students who reported that they “rarely or never read books” have an average of 113 books at home.

• Compared with students who rarely or never read books, students who read books more often in paper format scored 49 points higher in the PISA 2018 reading test after accounting for students’ and schools’ socio-economic profile and students’ gender. A corresponding performance advantage for students who read books more often on digital devices is 15 points.

• PISA 2018 results show that, on average, students who read books equally often in print and on digital devices or more often in paper format reported enjoying reading more than students who read books more often on digital devices by 0.5 index points (which is equivalent to 0.5 standard deviations of the index) even after accounting for students’ and schools’ socio-economic profile, and gender.