Zoom: A review of the literature on marginalized adolescent readers, literacy theory, and policy implications

Abstract

The achievement of adolescent literacy learners has become a significant topic of research and policy. This review of literature links current literacy learn-ing 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 com-monalities 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