• Disciplinary and content-area literacies are framed as the core approach to adolescent literacy, embedding disciplinary practices and targeted content instruction rather than generic reading strategies [10], [2], [11], [4].

• Sociocultural funds of knowledge and third-space perspectives foreground how out-of-school literacies and youth agency inform classroom practice in adolescence [7], [12], [13], [5].

• Motivation, attitudes, and identity shape engagement with reading, showing age- and context-dependent shifts and the role of family perceptions in adolescent literacy [1], [8], [20], [5].

• Policy, guidance, and historical framing emphasize translating research into classroom improvements and reframing 'crisis' using practice-oriented frameworks [6], [18], [16], [14].

• Teacher expertise and professional development are central, focusing on practitioner knowledge, effective instruction, and evidence-informed practice across secondary literacy settings [17], [14], [15], [11].