The reading experience is a socially charged multifaceted event. During the reading experience, students are engaged with text and forming their own identity as a reader. Often teachers help form the identity of readers based on achievement. This study asked the question; how does the reading experience differ between struggling and non-struggling readers? Research was done in Moo, New York (pseudonym) with a group of six students; 3 struggling readers and three non-struggling readers. Through surveys and interviews there was a distinct difference between the students understanding of the reading process, emotional connection to text, and connection to instruction. These findings call for teachers to evolve their instructional practices to meet the needs of individual students throughout the reading experience.
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