The purpose of this study is to propose a perspective for questioning the framework of “Reading Comprehension” in learning to read literary works. For this purpose, we first rethought the “Reading Comprehension” of literary works from three theoretical perspectives: literary theory, literary education theory, and learning assessment theory. Next, based on the three theoretical positions, I proposed a framework for “Reading Comprehension” of literary works. Finally, I took up practical examples of teaching literary works and reexamined  “Reading Comprehension” using the proposed framework. In order to shape the “Reading Comprehension” in the midst of diverse literary works, diverse approaches to reading, and diverse learners, it is necessary to set goals from the perspective of “changing learners’ perceptions,” to plan instruction using both intrinsic and extrinsic approaches, and to evaluate learners’ responses while contrasting and reflecting on the approaches in instruction. It is essential to evaluate the learners’ responses while contrasting and reflecting on the approaches, to improve the instruction, and to provide feedback to the learners.