| Sumario: | This article focuses on the literate lexicon and the critical role it plays in helping adolescents to achieve academic success. It begins with a definition of the literate lexicon and explains how it is relevant to contemporary classrooms in middle schools and high schools. It then discusses how these words are learned by typical achievers, why some adolescents struggle to learn these words, how to select appropriate words for intervention based on recent research, and how to carry out assessment and intervention with adolescents. The article also provides guidelines on how to monitor an adolescent's progress in learning literate words, using metalinguistic strategies to infer meaning, and producing those words during spoken language tasks. Finally, a case study of an adolescent is presented to illustrate some of these concepts.
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