The crucial role of book reading in the construction of socio-cultural inequalities has been widely demonstrated over the last thirty years. The investigation presented in this article was carried out in France within the framework of the e-FRAN IDEE (Digital Interactions for Education and Teaching) research. It extends previous studies by adopting a very broad understanding of reading practices. It studies the frequency of reading in print and on screen, according to the type of content. Encouragement to read is also discussed. This article examines how reading practices and the relationship to reading are modified with the rise of digital practices and establishes profiles of readers. The analysis aims to better understand the determinants of reading practices and the phenomena of competition or continuity between print and digital reading. The aim is also to identify the reading practices that promote school achievement. Thus, this article also sheds light on the different and unequal ways that schools tend to recognize (or ignore) adolescent reading practices.