PETAA PAPER 235 — Realising the right to read through equitable literacy environments

The right to read is fundamental to democratic participation, personal agency and educational equity. Yet persistent disparities in literacy outcomes show that this right remains unevenly realised for many children.

In this open-access PETAA Paper, Associate Professor Helen Adam explores why effective reading instruction is essential but not sufficient on its own. The paper examines how quality instruction, equitable opportunity and authentic representation work together to support children as confident, engaged readers.

For primary teachers seeking practical ways to create more equitable literacy environments in their classrooms.
For literacy and school leaders considering how reading instruction, access to books and representation work together across a school.
For educators using children’s literature who want to strengthen their knowledge of diverse, authentic and culturally responsive texts.

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This PETAA Paper is free and open access. Read the full paper below, or download a copy for professional reading, staff discussion or planning.

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Realising the right to read for all children requires teachers to address three interconnected dimensions: quality instruction, equitable opportunity and authentic representation.

Associate Professor Helen Adam, PETAA Paper #235

What this paper explores

The paper offers a framework for thinking about equitable literacy environments while keeping the focus on practical teacher action within real classroom and school constraints.

The right to read

Helen Adam frames reading as a matter of democratic participation, personal agency and educational equity, not only as a technical skill.

Quality instruction, opportunity and representation

The paper discusses Helen Adam’s Model for Equitable Literacy Learning Environments, which brings together quality instruction, access to books and authentic representation.

Diverse literature and authentic representation

The paper explains why children need access to books that reflect their identities, broaden their horizons and support belonging in literacy communities.

Teachers as agents of change

The paper outlines practical steps teachers can take, including reviewing classroom libraries, expanding reading opportunities, building family partnerships and documenting impact.

About the author

Associate Professor Helen Adam is a researcher in the School of Education at Edith Cowan University in Western Australia and President of the PETAA Board.

Her research focuses on promoting equitable education through the publication and use of authentically diverse literature to help break down barriers of prejudice and misunderstanding. In 2023, Helen undertook a Churchill Fellowship to the USA and UK, meeting with leading international academics investigating children’s books as vehicles for disrupting prejudice and discrimination.

Helen is the author of the PETAA reference text Transforming Practice: Transforming Lives Through Diverse Children’s Literature.

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This paper is open access because its subject matters beyond any one membership group: every child’s right to read depends on the literacy environments educators are able to create and sustain.

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This paper connects with PETAA resources on diverse children’s literature, culturally inclusive teaching, text selection and equitable literacy environments.

Transforming Practice

Read Helen Adam’s book on transforming lives through diverse children’s literature.

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PETAA Paper #205

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Explore PETAA units of work built around rich literary texts that support English and literacy teaching across the primary years.

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PETAA Papers support professional conversations about English and literacy teaching by connecting research, classroom practice and teacher decision-making.

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Realising the Right to Read Through Equitable Literacy Environments