This study is to search adolescents’ reader self-perception and analyze the data of their writings and pictures about good readers and themselves as readers. Conceptional words which represent reader self-perception were extracted from 186 students’ writings and pictures. After placed them under the 6 higher categories, they were analyzed frequency dividing higher categories into lower categories. 6 higher categories which organize reader self-perception are cognitive aspect, affective aspect, behavioral aspect, reading environment, relation with study and metaphorical expression. The conception about good readers is organized by 14 lower categories and the lower categories that represent each higher categories are understanding, concentration, a good posture, many books, a model student and a bookworm. Reader self-perception is composed of 12 lower categories and they are without thinking, idleness, a bad posture and so on. Besides, good readers recognize they are good at reading activity such as a book report or discussion but poor readers recognize they feel sleepy while reading. Adolescents’ reader self-perception can give an educational message in that it examines the direction of reading education.