The purpose of this study is to identify aspects of interpretive communication of learning-readers and to propose practical directions in poetry reading education. In order to achieve this purpose, this study considered the interpretive communication of “Wangsimni” by professional readers and summarized the main interpretation issues. Based on this, this study conducted an investigation to confirm the actual aspect of the interpretive communication of the learning-reader. According to the analysis of the interpretive text and the experiential descriptive text, the learning-reader complements or adapts the process and results of his interpretation through interpretive communication. In addition, the learning-reader may delay the execution of his interpretation after realizing the diversity of possible interpretations through interpretive communication. Considering these aspects of interpretive communication, poetry reading education should take into account the practical directions of interpretive communication as follows. Poetry reading education should enable the learning-reader to experience interpretive communication as a common meaning formation process and to feel the pleasure of interpretive communication. Through these directions of poetry reading education, the learning-reader will voluntarily participate in interpretive communication with ‘another interpreter’ according to one’s need in later poetry reading and then perform active the poetry interpretation activity can be expected.