There has been a shift in the field of adolescent literacy in the past 10 years. The focus on cognitive strategy instruction as a way to further the literacy development of adolescents and to "remediate" older, struggling readers has been supplemented with an appreciation of sociocultural influences that shape the literacy practices of an increasingly culturally and linguistically diverse student population. At the same time, a focus on new literacies, digital media, and adolescents' in-school and out-of-school literacies has influenced both research and practice. However, many interventions for adolescents are still based primarily on the cognitive model of the past. Energy and resources are often expended to find and implement the "best" research-based instructional strategies, but key factors that influence adolescent literacy development are often overlooked. Therefore, this review of 55 research studies published in peer-reviewed journals between 1994 and early 2005 was undertaken to give practitioners guidance in developing teaching strategies and curriculums that will be responsive to the most recent research-based understanding of adolescent literacy. Special attention was given to finding research relevant to students who are often marginalized in secondary content area classes because of ethnicity, language, economic disadvantage, or learning difficulties. [This report was published by Learning Point Associates.]