This paper explores the importance of students responding to children's books for diversity and disabilities. The main claim of the paper is that we need to explore new ways of engaging children to respond to diversity beyond the traditional model of Reader's Response Theory. Even though Reader's Response Theory is a very important framework to research the way a reader respond to a text, we need to take other important variables into account in order to have a richer and more systematic understanding of how meaning is constructed by the reader responding to children's books for diversity and disability. The paper proposes a model to begin this exploration to give teachers and professional educators the opportunity to investigate the rich literacy world of students who interact with high quality children's books for diversity and disability. The author of the article sees this model as paramount to develop a student-centered curriculum around rich literacy instruction using high quality children's book for diversity and disability. The more we know the complex processes of how students respond to children's books that present themes of diversity and disability, the better we can design, develop and refine rich literacy instruction in the classroom to prepare our students to live in communities where diversity is part of their social and cultural landscape.