This paper is an investigation of the multiple ways in which a year seven student, Fraser, is constructed as a reader. It draws on a variety of data sources, which include interviews, observations, videos, photographs and emails, collected as part of a larger study on the construction of readers and reading practices within and across in-school and out-of-school communities of practice. Analysis of the data indicates a range of discourses working together construct Fraser as a reader in multiple ways. These multiple constructions have implications for Fraser in terms of being considered and participating as a competent reader. This analysis provides insights into constructions of reading as representations that both afford and constrain what it means to be a reader.