A case study of one student is used to explore three instructional approaches that draw teachers' attention to reading as a social experience that involves culture and identity. These approaches draw on New Literacy Studies, children's media practices, and critical race theory and provide insights on how to better serve struggling readers.

The authors designed and implemented a voluntary reading program that was intended to reduce loss in reading achievement over the summer months, particularly for low-income and ethnic minority children. The program had two major components: (1) providing eight books that were well matched to each child's reading level and interests; and (2)…