An elementary reading specialist examined how drama can help young readers to become actively engaged with comprehending stories. The article explores how two first-grade students involved in a reading support program build representative yet unique understandings through process drama in connection with literacy activities. Through such activities, these children were able to use their strengths and learn through multimodalities and multiple perspectives. The author argues that artistic responses to literature, such as drama, can enhance the meaning-making and communicative options for children, and may be especially important for struggling readers.