The purpose of this study is to explore how Korean textbooks are structured in terms of the Read One semester, which is closely related to the promotion of reading education as well as the students' awareness of reading. The subjects of the 9th volume of the middle school Korean language textbooks, reflecting the 2015 revision curriculum, were studied. The analysis was carried out using quantitative and qualitative criteria based on the curriculum and school setting. As a result of the study, assignments for “reading, sharing opinions, and expressing” reflecting specific contexts of language use were suggested for all the textbooks . However, the level varied, while a general standard for high quality textbooks is required. The process of reading and the presentation of strategy are also different, and more specific guidance is needed from the learner's perspective. For the implementation of the reading unit, we should consider the actuality of the language and encourage voluntary reading. Therefore, a one-semester reading unit is needed to facilitate a successful reading experience.