This exploratory case study used purposive sampling to explore how third-grade students' reading identities in one suburban western New York school classroom are impacted by social negotiation. It found that social negotiation, literacy practices, the notion of a chapter book "benchmark," personal reading histories and book access, and connections to other identities influence various components of third-grade students' reading identities, including (a) the self-evaluations of their reading abilities, (b) their reading conceptualizations, (c) their hopes as a reader, (d) and their views, feelings, and values about reading. This study addresses gaps in the literature of reading-identity development for early learners, including how literacy practices in which students engage and other social factors affect young readers' understanding of reading and their reading identities. Implications for classroom practice suggest reading identity instruction should be an essential element of the literacy curriculum. Additionally, educators need to focus on developing the affective domains of reading for their students. Finally, this study offers potential insight into policy reforms demonstrating the need to view reading as a social process versus the privileged autonomous model of literacy that utilizes a deficit model. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]