US academic Vicki Jacobs examines the definition of adolescent literacy and the ongoing question of who takes responsibility for literacy development beyond the primary grades. She suggests a developmental definition of literacy, emphasising how the skills required for effective reading change as students progress through school. She also argues that reading instruction in content classrooms must serve teachers' goals for teaching their particular content.
Meaghan S. Edmonds, Sharon Vaughn, Jade Wexler, et al.
Secondary students struggling with reading comprehension should be taught to reflect more strategically on how they deal with texts, according to the findings from a meta-analysis of reading studies – Review of Educational Research.