The purpose of this practice brief is to provide schools, districts, and states with background knowledge about best practices for older students who struggle to read. It focuses on the reading skills that adolescents need to more fully access content-area curricula and, in turn, secure a productive future.
This article presents research about girls who are limited in their reading skills and their rationale for the selection of books they choose to read. The author states that there is a perception that girls are proficient at reading and enjoy reading. This study also focuses on their interaction with books and conceptions of reading.
An overview of the research on resistant adolescent readers is provided. Findings related to why adolescents are resistant to reading, what teachers say about resistance to reading, how literacy researchers contribute to the discussion, the consequences of adolescent resistance, and instructional implications are outlined.