Objective: this review article is focused on the theoretical stakes that have been developed in publications from Spanish speaking countries regarding literary reading and reading mediation in school contexts, aiming to the comprehension of the topic from the relationship that it establishes with the National reading plans and the strategies to motivate the literary reading in the school. Method: for this, a qualitative bibliographic review was done from the perspective of hermeneutical analysis, with a descriptive scope. The consolidated corpus comes from research reports type publications available in Scielo, Scopus, and Ebsco, and Master and doctoral theses published in institutional repositories between 2014 and 2020. The texts found were systematized and analyzed by the means of a previously validated matrix. Conclusions and discussion: the approaches and perspectives found put the emphasis on the importance of the reading of literature in school contexts, but at the same time they draw attention to the danger of reducing the strategies and mediations only to academic and curricular aspects.