Unfortunately, research has shown that the reality of the present education system is on the contrary. In a recent study, conducted by "National Assessment of Educational Progress" (NAEP, 2002), it has been noted that as much as 26% of the students are unable to read their textbooks fluently and almost half cannot comprehend the meaning of the text (Michael F. Hock and Donald D. Deshler, 2003). .

             It is worth noting that the legislators and government officials realize the gravity of the situation but have been unable to cope with it. If nearly half of the students in the elementary schools are unable to effectively read their course books, then, these students will find higher education very difficult. The "No Child Left Behind" act has made things even more difficult because the focus has been on a long-term solution, whereas, it is imperative that the needs of the present generations are addressed immediately. This is because millions of students will be unable to cope with the demands of the future workplace needs if their basic educative skills are not enhanced at the right time (Michael F. Hock and Donald D. Deshler, 2003). .

             The challenge for the present legislators, teachers, parents and school administrations is to counter the threat of adolescent illiteracy by introducing effective programs, backed by appropriate amount of government funds. The difficultly lies in the ineffectiveness of the present educational law to cater the needs of adolescents as the most problematical educational dilemma to deal with has been the deficiency in the reading, writing and speaking skills of adolescents. The present educational and political leadership need to create and implement productive adolescent educational programs, which are feasible in the present schooling environment (Michael F. Hock and Donald D. Deshler, 2003).

             Review of Related Literature .