In recent decades, a growing dependence on digital forms of communication has brought with it exciting visions of the potential for technology to support learning. This report aims to explore the potential role of technology in addressing the gender and disadvantage gap in young people's literacy attitudes and outcomes. It combines insights from a review of the literature related to supporting teenage boys' reading with new information gathered from interviews, focus groups and surveys of teachers, librarians, academics and young people from schools across the UK in 2019. Findings from qualitative and quantitative research conducted for this study suggest that screen-based reading is particularly popular with boys with the lowest levels of reading enjoyment and those from lower income backgrounds and is considered by many educators to be effective in supporting reading engagement and performance in these groups.