In this paper, we present an Asset-Based Interactive View of Reading that builds on the Active View of Reading, Self-Determination Theory, and Asset-Based Pedagogy to consider the role of students' individual, linguistic, and cultural resources in understanding reading processes. We begin by discussing some of the limitations with the ways Science of Reading has been narrowly conceived, which includes the (perhaps unintended) consequences of reliance on the Simple View of Reading. We then elaborate on each of the three components of our proposed framework to address assumptions of cultural neutrality and universal application in educational psychology. We conclude with implications for research, policy, and practice.