This journal article in The Reading Teacher provides a framework for teachers to help them incorporate diverse texts that are relevant to students’ lives in order to better support learners in the classroom. The authors draw from existing literature and their own research into using texts as mirrors in the classroom and discuss the importance of children seeing their own identities and experiences in the materials they read at school. This article asserts that texts can function as mirrors for students and also as windows for others, which can foster understanding and empathy in classrooms.