ReadingPlus, i-Ready, Epic!, Accelerated Reader --digital reading platforms for education (DRPEs) are pervasive in today's literacy classrooms across grade levels and contexts. It is, therefore, crucial that both English language arts (ELA) educators and teacher educators, alike, understand the potential lasting effects DRPEs can have on young readers. In this article, the authors report findings from a study of literacy autobiographies written by preservice ELA teachers, in which participants reflected on the ways Accelerated Reader, a DRPE many of them used as children, influenced their understanding of and relationship to reading. Through their analysis, the authors identify three platform logics -- competition, speed, and personalization -- that structure the Accelerated Reader platform and show how these logics surfaced in preservice teachers' literacy autobiographies. The authors conclude with recommendations for classroom practices in ELA teacher education that critically attend to such platform logics in support of more vital forms of reading education.