In this study, we examined the conceptualizations of subject-matter reading within domestic research and conducted a comparative inquiry into Content-area Literacy (CL) and Disciplinary Literacy (DL) as the underlying paradigms. Building upon these findings, we explored normative directions for the future of subject-matter reading. Based on this analysis, we propose three educational directions: coordinating CL and DL in relation to specific learning tasks, integrating literacy development with disciplinary knowledge building and inquiry, and supporting collaborative planning and assessment by subject-matter and Korean language arts teachers.