This paper analyzes the aspects in which reading comprehension theories have been reflected in previous reading curricula and reveals their characteristics, significance, and limitations. By analyzing the characteristics of text-centered theory, reader-centered theory, and socio-culture-centered theory, differences such as the location of meaning and method of understanding meaning were extracted and used as an analysis tool. As a result, the following results were obtained. First, from the first reading curriculum to the 2022 reading curriculum, text-centered theories have been gradually weakened, and readercentered theories and socio-cultural theories have been gradually strengthened. Second, text-centered theory has become established as the foundational theory for activities to understand the main content and summarize activities. Third, reader-centered theory was combined with activities such as prediction and inference. Fourth, the context emphasized in the socio-cultural theory centered on situational context and socio-cultural context, but socio-cultural context was treated as a more difficult educational content than situational context. The turning point that led to changes in the reading curriculum is believed to be the 7th curriculum and the 2007 revised curriculum, and the reading curriculum content has gradually become more specific and specialized through reflection of related theories.