This article analyses a conversation about reading with three Year 8 students. Drawing on sociocultural theories of learning and elements of discourse analysis, it explores not only details of what the students read, but also how the process of the conversation itself shapes their perception of themselves as readers. Analysis of the data suggests that close attention to conversations such as these can affect our understanding of young readers and the reading practices in which they engage, in ways which may be valuable for classroom teachers of English. (Contains 1 note.)