Reading comprehension is increasingly understood as a complex construct that requires recognition of Reader Identity (RI), the way students view themselves as readers. This study examines how the notion of reading comprehension has evolved from being viewed as a straightforward skill to a multifaceted construct closely related to RI, which reflects how students perceive themselves as readers. The overall aim of this study was to investigate RI using a mixed methods approach. In this research journey, a total of 284 Iranian EFL students participated in the study and were tested using both a standard questionnaire and an interview. Further analysis yielded eight distinct themes related to RI: Reading Enjoyment, Reading Preferences, Reading Environment, Reading Content, Reading Self-Perception, Reading Challenges, Reading Motivation, and Reading Strategies. No significant gender differences were found; however, there were strong correlations between Reading Efficacy and Reading Enjoyment. Interestingly, the Reading Environment correlated most strongly with Reading Enjoyment.

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