This study investigates children’s reading experiences during the development of early literacy, with emphasis on their impact on later reading abilities and attitudes. Considering the diverse characteristics of young readers, understanding their early reading behaviors is crucial for designing effective literacy education programs. Employing a participant observation approach, this study examined the reading behaviors of Haeyoon, a seven-year-old avid reader, over a nine-month period from March to November 2023. Observations were conducted one to three times weekly for a total of 86 sessions. The analysis revealed four key patterns in Hae-yoon’s reading behavior. First, she exhibited a highly structured reading habit intertwined with her daily routine and demonstrated a strong preference for specific reading times and spaces. Second, she showed a strong inclination to select books independently and actively engaged in behaviors to assert her reading choices. Third, she engaged in repeated reading; in particular, she revisited specific books more than 10 times and meticulously analyzed entire texts or selected passages, thereby deepening her comprehension and internalizing the material. Finally, her reading behavior fluctuated between deep engagement and an almost compulsive attachment to books. These findings contribute to a deeper understanding on how early reading habits determine literacy development and to the fostering of self-directed and immersive reading experiences in literacy education.