This study intends to obtain implications for the direction of educational content organization for reading competency development through the theoretical exploration of the subject competency and content system specified in the 2015 revised elementary school Korean curriculum, as a competency curriculum. To this end, the key elements of the education contents and achievement standard statement methods in the reading area of the 2015 and 2022 revised elementary school Korean language curricula were reviewed from the perspective of competence development, and the achievement standard restructuring cases were explored. Finally directions for improvement were suggested as follows. First, the curriculum function and achievement standards should be linked to enable reading ability to be developed in response to changes in modern society. Second, in the competency education curriculum, the reading area should be structured to conform to the totality of the reading competency and reading inquiry. Third, the restructuring and statement of achievement standards should be made to facilitate the development of performance tasks for reading competency. Fourth, materials for reading competency development classes should be provided to teachers as curriculum documents or resource books.