Abstract
This study explores process of selecting picture books influenced by child reader’s identity. 44 second-grade students’ responses about picture book selection were collected by sign response gathering test and fo cused student interviews. The child readers showed diverse preferences on components of picture book’s cover. The perspectives of participants were largely derived from their identity formed by gender-separated peer groups, especially for boys: the boys selected books on the basis of their gender-biased beliefs compared with girls. The excessive self-cen teredness lead children to misguided judgments regarding the contents of books, and avoiding certain books. It shows even child readers are needed to learn admitting attitude about diversity shown in book selec tion. Reading teachers or parents are needed to check the child readers’ gender sensitivity by observing reading process such as book selection or response about book.
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