This paper reports the findings of study into children's self-perceptions of reading, with a particular emphasis on the perceived use of reading scheme material. Using a collective case study approach, two cohorts of children (six in Nursery and six in Reception) were followed over the course of one academic year. This study employed a range of age-appropriate research activities to collect data directly from the children themselves. Findings revealed that the reading scheme in many ways shaped the children's perceptions of themselves as readers as well as defined constructions of 'reading'. What is more, the dominant use of a reading scheme was also seen to discourage some children from attempting to read any book, including those existing outside of the scheme. This study argues that early years educators should use staged reading systems with caution and actively encourage children to value a wide range of reading skills and texts.