In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a "good" reader and/or learner. We discuss two patterns from the analysis of our data, including: (1) emphasized versus embedded physical control as essential to being a "successful" reader, and (2), implicit physical control and freedom as essential to literacy learning and to students' identities as readers. We conclude by highlighting implications, with a focus on student identity.