We can divide structures of `Reading` course to three parts: relation, contents and performance structure. Relation structure is concern to relations with other courses and specificity. The `reading` course is not the synthesized-or-repeated deepening but transition course of `reading` area in basic-common curriculum. Contents structure is concern to goals and contents of `reading` course. We can see the specific shape of `reading` course through contents structure. Knowledge and skill are not goals because they are contents. The goals of `reading` course should be `good reading`, `happy reading`, and `learning by reading`. The contents of `reading` course should be consist of knowledges for understanding reading phenomena, skills for growth and problem-solving and cooperative reading and independent reading, experience for meaning and activity and emotion. Performance structure is concern to unfolding methods in order to realize educational intent. we can see the specific modes of educational activities. Performance structure is consist of contents, materials, teachers and students. These three structures of `reading` course should have inner-rationality and outer-co-relationship.