This doctoral research study explored student reading experiences within two Grade Two reading classrooms in eastern Canada, taking into account official and enacted reading curriculum, and student reading actions. The study was a critical ethnography with data being collected through classroom observations and curricular artifacts. Observational and documentary data were analyzed through Mediated Discourse Analysis and Critical Discourse Analysis. Through the combination of MDA and CDA, critical discourse inquiry was developed to account for the complexities within the data. Findings indicated that the identity of a "good" reader was formed within the enacted curriculum and was based on the student's ability to increase reading stamina.