The purpose of this study is to suggest alternatives to the problem of blindness by analyzing the longitudinal effects between the reading quantities and meta cognitive strategies according to the reader group targeting middle and high school students in the Busan area of Korea. Although there have been many discussions focusing on the affective variables of adolescent readers’ reading conditions, this study sought practical alternatives by identifying the longitudinal effects of cognitive variables. In this study, the longitudinal effect was analyzed using the multi level model and the latent growth model for general high school student response data from 2018(middle school third year) to 2020 (high school second year) of the P2 panel. The results are as follow. First, the cognition of the non-aliteracy group was statistically significantly higher than the initial cognition of the aliteracy group. Second, it was found that while the initial status of meta cognition had a positive effect on the initial status of reading quantity, it had a negative effect on the rate of change of reading quantity. Third, the rate of change of meta cognition by reader group was significant in the aliteracy group, and the change was not significant in the non-aliteracy group. Fourth, while there was a statistically significant difference in the amount of reading quantity between the aliteracy group and the non-aliteracy group, the change rate in reading quantity of the aliteracy group was higher than that of the non-aliteracy group. After that, alternatives were discussed in terms of school site assessment policies and implementation of the Korean language curriculum.