Semi-structured interviews were conducted with 68 first graders to identify what ideas young readers hold about the reading process. Specifically, the study questioned whether good and poor readers held the same views about how they learned to read, what they and others did as they read, their reading ability, and why people read. The responses of the highest and lowest readers to the interview questions were compared and reported in tabular form. Results showed that, in general, there was more similarity among the high achieving readers' responses than among the responses of the low achievers, and there was some overlapping between the responses of the two groups. Both high and low achievers viewed the reading process as the saying of words. The children differed somewhat, however, in the strategies they would use to say the word. More than one-half of each group said they would sound out the word, and almost a third of the high achievers said that was the only strategy they would use. Nearly one-half of the low achievers credited their mother as the one who taught them to read, while nearly 62% of the high achievers credited their teacher. Finally, almost as many low achieving as high achieving readers said they were good readers. The appendix contains responses to the interview's 13 questions, which were adapted from the Burke Reading Inventory. (HOD)