This study tries to examine the problems of signs, interpretation, and readers, which are raised in the education of the interpretation of literary works, from the perspective of literary education. It discusses what literary theories have been referred to in order to solve the practical tasks literary education have faced, and how such literary theories have looked at the ``interpretive behavior of the reader,`` and what contribution they have made to the development of literary education. Based on the education of the interpretation of literary works so far, we can classify into 4 types at large the literary theories that have had influence on the education of interpretation. They are the ``writer-oriented interpretation,`` which puts writers` intention in the center of literary interpretation, the ``text-oriented interpretation,`` which requires objective analysis viewing literary works as self-sufficient subjects, the ``reader-oriented interpretation,`` which emphasizes readers` own receptions, and the ``text-reader oriented interpretation,`` which acknowledges the role of readers in the interpretation of literary works while also put importance on the text-internal approach. Though these 4 viewpoints have their own merits and weaknesses respectively, I believe that it is desirable to take the direction of the ``text-reader oriented interpretation`` at least in literary education, considering our tasks including the education of ``methods`` of literary interpretation and the emphasis on readers` activeness. Moreover, in order to be oriented toward theeducation of interpretation with consideration of readers, I believe that it is necessary to design education centered on ``substantial readers,`` and that the education of literary interpretation based on ``linguistic structures of texts`` on the side of texts. A substantial plan is needed for a method of interpretation that can serve as a support for actual readers` ability to interpret texts with consideration of them.