In this concise, thought-provoking book, prominent researchers analyze existing knowledge on adolescent literacy, examine the implications for classroom instruction, and offer specific goals for future research. The volume reviews cutting-edge approaches to understanding the unique features of teaching and learning in secondary schools. Particular attention is given to how teaching literacy across disciplines can improve students' content-area learning, and the book includes chapters dedicated to literacy in math and science classrooms. Also addressed are key findings and unresolved questions regarding fluency instruction, struggling adolescent readers, responding to the literacy needs of African American adolescents, and literacy coaching. The book contains eight chapters: (1) Fluency for Adolescent Readers: The Research We Have, the Research We Need (Timothy Rasinski and Gay Fawcett); (2) Intervening When Older Youths Struggle with Reading: Teach Me What I Need to Know Next (Kathleen A. Hinchman); (3) The Literacy Development of African American Male Adolescents: The Influence of Contexts and Texts (Alfred W. Tatum); (4) Responsive Literacy Teaching in Secondary School Content Areas (Elizabeth Birr Moje); (5) Strategies That Improve Adolescents' Performance with Content-Area Texts (Mark W. Conley, Joseph R. Freidhoff, Kristine Gritter, and Deborah Vriend Van Duinen); (6) What Is Mathematical Literacy? Exploring the Relationship between Content-Area Literacy and Content Learning in Middle and High School Mathematics (Jon R. Star, Sharon Strickland, and Amanda Hawkins); (7) Literacy in Science: Using Agency in the Material World to Expand the Conversation (Steven F. Tuckey and Charles Anderson); and (8) Literacy Coaching (Cathy M. Roller). Also includes "Concluding Reflections" (Mark W. Conley).