题目内容：

    We may be living in the digital age, but reading books is still a big part of growing up. When they’re in primary school, children read books that really challenge them. But once they reach secondary school, the level of difficulty doesn’t change much. Secondary school students tend to read books which are also read by upper primary students. They are not challenging themselves enough.

To discover these trends, I analyzed data collected by Accelerated Reader (AR) software, which asks pupils to check their understanding of the books they’ve chosen to read. The difficulty — which I call “readability”.

I also created two lists of books: one for the books that most secondary pupils had chosen to read, and another for the books they had voted as their favorites. According to the readability, these students’ favorite books tend to be much more advanced than the other books they chose, but they could still understand them. The rest of the books most often chosen by them are quite simple.

You might think that students who read harder books might make more mistakes and understand them less well. But students’ quality of comprehension does not depend on the difficulty of the book, no matter what year of secondary school they’re in. Having an interest is the most obvious factor here — if you like the book, you try hard to really understand it.

As children become teenagers, they listen less to advice from adults and more to advice from kids of their age. So, rather than trying to lecture young people on the benefits of Jane Austen, we should make the nature of the problem clear to them. Students should challenge each other to read more difficult books. Adults could help by setting up noticeboards or organizing social media networks for young people to share their recommendations. And teachers can lend a hand by setting aside time for reading in school. Young people will realize the problems that come when they don’t challenge themselves to read difficult books.

1.What can we learn from the first paragraph?

A.Children spend little time on after-class reading

B.Secondary school students seldom read tough books

C.Children’s reading interest tends to decrease as they grow up

D.Primary students have difficulty choosing good reading materials

2.The author made use of AR software to ________.

A.understand children’s different reading styles

B.show the average time children spend on reading

C.find out the causes of children’s reading difficulties

D.make clear the difficulty levels of books read by children

3.What can we infer about secondary school students from the readability scores?

A.They find some advanced books interesting

B.They often make mistakes during advanced reading

C.They prefer to read books recommended by their parents

D.They can hardly improve their scores on reading comprehension

4.According to Paragraph 4, what is vital for improving reading comprehension?

A.Basic knowledge

B.Reading skills

C.Motivation

D.Instruction

5.What does the author want to express in the last paragraph?

A.Designing relatively difficult textbooks is necessary

B.Improving students’ reading is a shared responsibility

C.Advanced technology should be used in reading reaching

D.Students should be encouraged to read more literary works