Abstract
The achievement of adolescent literacy learners has become a significant topic of research and policy. This review of literature links current literacy learning theories, research that addresses the individualized nature of adolescent readers, and the literature delineating adolescent literacy policy. Researchers using naturalistic inquiry have studied adolescent readers from a variety of perspectives; interview-based studies show adolescents having some commonalities in reading preferences. Current pedagogical models include reader response, strategic reading, and critical literacy; each model has benefits and drawbacks for marginalized readers. Adolescent literacy policy fosters the belief that we are in a crisis that calls for intervention. The article concludes with recommendations for policy and research that would better serve marginalized adolescent readers.
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