This research delves into the critical and often underexplored nexus of race and elementary reading instruction and assessment, with a focus on teacher discourse. While the significance of addressing racial equity in education is widely acknowledged, the ways elementary teachers engage in discussions about race within the context of reading instruction and assessment remain a subject of limited research. The findings reveal that elementary teachers of reading talk about race in connection to reading practices through the use of small stories and experiences; that at times race talk is avoided or silenced; and how the teachers use specific race talk moves to emotionally navigate the conversations. Ultimately, the outcomes of this study have the potential to inform teacher training, curriculum development, and education policy to create environments that better serve the diverse needs of elementary students and teachers in an increasingly multicultural world. [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.]