Abstract

This study aims to explore the potential connections between the PISA reading assessment framework and domestic research on reading education in Korea, and to propose directions for future research. To this end, 1,204 Korean academic papers on reading education published between 2001 and 2024 were collected and analyzed using an LDA-based topic modeling method. The 20 major topics derived from the analysis were compared with the three dimensions of the PISA framework—process, situation, and text. The results indicate that domestic studies have primarily focused on the “process” and “situation” dimensions, while relatively few studies have addressed the “text” dimension, such as digital literacy and multiple-text comprehension. In particular, reading education utilizing library services emerged as a significant topic, underscoring the need for stronger integration between reading education and library programs. This study is significant in that it analyzes the trends of domestic reading education research in comparison with international evaluation standards and presents empirically grounded implications for future research.