Reading is an important skill for work success and navigating the world today. However, the number of U.S. readers is on the decline. Between 2014 and 2018, it is estimated that approximately 720,000 Deaf readers stopped reading. When asked why, many said they didn't really enjoy reading. Such individuals are becoming what are called reluctant readers, people who have the skills and yet do not apply their skills to be efficient readers. Deaf readers are visual readers, who prefer images and rely on visual cues for information. For visual readers, graphic novels are a recommended aspect of their learning experiences. Utilizing a single embedded case study methodology with four upper elementary graders, this study included observations, interviews, and document reviews as sources of data. The findings indicated that a lack of interest in starting to read, influences from their friends and family members, and learning to read experiences served as factors to their reluctance. Furthermore, participants' interactions with books influenced them if positive reinforcement was provided. The positive influence motivated the participants to read more, and if the book was in a genre the participants enjoyed, they were more motivated to read, since this allowed full immersion in the story. This study serves as a starting point to explore the option of graphic novels as a valuable academic resource for fostering an appreciation of reading, and to provide a greater understanding of how Deaf readers read graphic novels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]