The purpose of this study was to clarify developmental changes of the conceptions (evaluations and meanings) and feelings about book reading, and to examine relations between conceptions, feelings and behavior frequency. Five hundred and six children of 3rd, 5th, and 8th grades answered the questionnaire about reading. Three major findings were as follows. First, all children shared the same evaluation that reading was a good activity. Second, three meanings of reading were identified: an exogenous meaning of “getting praise and good grades” (PRAISE), a cognitive endogenous meaning of “having a fantasy world and getting knowledge” (FANTASY), and a physiological endogenous meaning of “refreshing and killing time” (REFRESHING). Older children evaluated the cognitive endogenous meaning of FANTASY more and the exogenous meaning of PRAISE less. Third, positive feelings were predicted from 3 variables: grade, evaluation and FANTASY meaning. Behavior frequency was predicted from 3 variables: grade, positive feelings and the REFRESHING meaning.