The demand for evidence to support instructional practices in education is surging. Consequently, many adolescent literacy researchers and educators take guidance from the Institute of Education Sciences (IES) Practice Guide for Adolescent Literacy (Kamil et al., 2008). The document, however, is now 12 years old, and adolescent literacy research and practice has shifted substantially. First, I document the limitations of the IES Guide’s pre-2008 research base and of the students sampled in its underlying studies. Then, I survey research from 2008–2020 that expands on the Guide’s five recommendations, and name areas of research undeveloped in 2008 but vibrant in 2020. To illustrate the instructional implications of these changes, I present an example unit incorporating changes suggested by research since 2008. Finally, I call on adolescent literacy organizations to maintain, revise, and publish practice guidelines to ensure all our adolescents get the daily literacy instruction they deserve.

中文翻译：

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更新实践建议：回顾 12 年的青少年识字研究

对支持教育教学实践的证据的需求正在激增。因此，许多青少年识字研究人员和教育工作者从教育科学研究所 (IES) 青少年识字实践指南（Kamil 等人，2008 年）中获得指导。然而，这份文件已经有 12 年的历史了，青少年识字研究和实践已经发生了重大变化。首先，我记录了 IES 指南 2008 年之前的研究基础及其基础研究中抽样的学生的局限性。然后，我调查了 2008-2020 年的研究，这些研究扩展了指南的五项建议，并列出了 2008 年未开发但在 2020 年充满活力的研究领域。为了说明这些变化的教学意义，我展示了一个示例单元，其中包含自2008. 最后，