Overview

This groundbreaking book introduces the Model for Equitable Literacy Learning Environments (MELLE), a comprehensive framework that integrates evidence-based instruction with culturally responsive pedagogy to create truly equitable learning environments for all children. Despite decades of reading instruction reform, persistent achievement disparities remain between students from marginalised communities and their more privileged peers. Drawing on extensive international research across Australia, the United Kingdom, and the United States, the author examines how three key dimensions—quality instruction, opportunity to read, and authentic representation in reading materials—must work together within supportive cultural and community contexts. Interwoven with real-classroom examples, the text showcases how this framework can be applied to address persistent achievement gaps and promote inclusive education. Moving beyond polarised literacy debates, this book is a must-read for educators seeking practical solutions to create equitable learning environments that empower learners from a range of backgrounds.

Full Product Details

9781041044024

Table of Contents

Reviews

“This inspiring book is a must read for all who care about advancing equity in education through literacy. Engaging and accessible, it includes a model for creating equitable learning environments that integrate three dimensions: quality instruction, opportunity, and representation. Rich perceptive vignettes showcase this evidence-informed model in action and practical ways forward are also offered. This wise and important book deserves to be widely shared to enable culturally responsive practice that enables all children to read proficiently and for pleasure.” Teresa Cremin, Professor of Education (Literacy), The Open University, UK “Adam's book provides an unapologetic testament to teaching reading in ways that honour children and families whilst reflecting their passions, beliefs, and literacy practices. The current literacy education crisis attacks what children bring to classrooms. While adopting packaged materials that supposedly serve all children is tempting, Adam refutes this approach's facility, reminding educators to leave space for exploration, creativity, and the important contributions of cultural and linguistic differences. This much-needed work challenges deficit perspectives and advocates for genuinely inclusive literacy environments.” Catherine Compton-Lily, University of South Carolina, USA; John C. Hungerpiller Professor “Having worked with Associate Professor Adam for many years, and seeing her work develop over time, I can categorically say this book is a must-read for policy makers and educators. We are what we see, or in this case, read. Our children deserve to grow up seeing an accurate representation of themselves in the literature they consume and their teachings from a young age. This book will help pave the way for culturally responsive learning that empowers our children and young people now and into the future.” Jacqueline McGowan-Jones, Commissioner for Children and Young People (Western Australia)

Author Information

Helen Adam is an Associate Professor at Edith Cowan University, Western Australia and a 2022 Churchill Fellow. Her research focuses on culturally responsive and equitable literacy education. She has published extensively on anti-bias and equitable education through diverse literature in leading educational journals.

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