ABSTRACT
Contrary to the notion that readers are born rather than made, this chapter sets out to explain how the development of a reading identity is supported by an invisible social network and resources, often unacknowledged. It draws on the data from Ace Institution to illustrate how a student is more likely to become a good reader when provided with particular resources and support for developing a reading identity. The chapter contrasts the reading identities and practices of the low-achieving boys from Tembusu Secondary with the good readers from Ace Institution to illustrate how the lack or abundance of these resources and support contributes to the likelihood of developing a reading identity. It locates understanding of reading at the intersection of social class and gender to refine our understanding of students' identification as readers and non-readers and their reading practices in relation to their identification.
