Finding a definition of literacy is not as easy as it seems. Webster's definition says that to be literate is to be "able to read and write." But for some researchers, this definition is too simplistic, leading to multiple models of literacy. Most Americans adhere to the self-contained model, which comes closest to the standard dictionary definition. Proponents of this form argue that literacy is a cognitive activity that students learn like any other basic skill. It has a set of skills that must be mastered to be able to decode and encode text (Alvermann, 2009; SIL International, 1999). A competing theory is the ideological model, according to which literacy is intrinsically linked to culture and, therefore, what constitutes a "literate" individual is constantly changing. According to this idea, society has the greatest influence on literacy and is affected by politics, religion, philosophy and more (Alvermann, 2009; SIL International, 1999). These two are just the tip of the iceberg. For example, some studies recognize “literacy as a skill,” which is a “measure of competence to perform a task or work in a given field” (SIL International, 1999), such as computer proficiency. Although more and more researchers recognize and explore multiple literacies, the one that most influences American schools is the autonomous cognitive model – the ability to read and write. To many, this seems like a simple task, but millions of teens are struggling or reluctant readers, and there are many reasons why young readers have difficulty reading. XXXXXX------NEED THESIS STATEMENT HELP HERE PLEASE—(This article will focus on the effects of poor reading skills, some of the possible causes of a reluctant and struggling readership ...... middle of article... ... 2009). Many methods are available for a variety of different purposes. Conclusion With such a high number of adolescents lacking basic reading skills, illiteracy is a battle that must be fought head on. The biggest dilemma in the struggle lies in the number of variations that cause teens to become reluctant, unmotivated, or struggling readers. Fortunately, there are plenty of strategies to encourage and strengthen readers of all ages, proving that adolescence is not the time to abandon struggling students. Rather, this is the time to evaluate and intervene with the aim of transforming a reluctant reader into an avid reader (or almost). Ultimately, educators must learn to correctly assess a student's strengths and weaknesses (Curtis, 2009) and match them with appropriate intervention techniques. If one method doesn't work, countless others exist to replace it.