This book examines the social codes and practices that shape the literary culture of a combined fifth/sixth-grade classroom. It considers how the social and cultural contexts of classroom and community affect four classroom practices involving literature–read aloud, peer-led literature discussions, teacher-led literature discussions, and independent reading–with a focus on how these practices are shaped by discourse and rituals within the classroom and by social codes and cultural norms beyond the classroom. This book’s emphasis on intermediate students is particularly important, given the dearth of studies in the field of reading education that focus on readers at the edge of adolescence.