JUST five authors dominate the most-read lists at Scotland’s schools – but a lack of challenging material leaves their literacy lagging, it is claimed.

The Midnight Gang by comic-turned-author David Walliams was the most-read at primary level, according to the latest What Kids Are Reading Report, with The Boy in the Striped Pyjamas by John Boyne top for those in secondary school.

However, the Diary of a Wimpy Kid series by Jeff Kinney took six spaces in each of the top-ten lists, which were compiled using data from literacy and assessment provider Renaissance UK.

The reading habits of almost one million youngsters were considered, including around 29,500 Scots.

The only other writers to attract large audiences were Roald Dahl, who was placed fourth for younger children with The Twits, and JK Rowling, who was at seventh for older pupils thanks to Harry Potter and the Philosopher’s Stone.

Professor Keith Topping, the Dundee University academic behind the report, linked the popularity of less difficult material with a “striking” drop in literacy levels that crosses national barriers.

While difficulty levels rise “sharply” in the stories encountered by early learners, it stops at around age 11 and falls as pupils get older – with high schoolers selecting material that is no harder than that read by their younger counterparts.

As they prepare to graduate primary school, Scots youngsters typically read at level which is one year below their chronological age. However, this gap doubles by the first year of high school, growing until pupils read “at least” three years below their chronological age.

The change means many 16-year-olds sitting National 4 and 5 examinations have the reading abilities of a 13-year-old or lower.

Topping said schools should take the lead to address the slide in literacy by building dedicated reading time into the curriculum: “The uniformity of the fall in literacy levels is striking as it cuts across boys, girls and all parts of the UK.

“By their teenage years pupils are more likely to take advice from their friends and peers than their teachers and parents about the types of books they should be reading. With this in mind, teachers could encourage them to talk more openly about what they are reading and make appropriate suggestions to their classmates.”