This study highlights the complex reading processes of two primary grade struggling readers. It provides a more complete picture of the readers' use of all parts of a text, verbal and visual, to construct meaning during reading. The oral reading data show that students used various linguistic strategies to read words, and the eye-tracking data illuminate not only when, where, and for how long they looked at words (verbal) and illustrations (visual), but also the movement between them. Further, the readers were involved in strategic processing throughout the text and not only when they struggled with the reading. (Contains 3 figures.)