Numerous studies have evaluated intervention programmes for the development of reading competence in primary education (PE). This paper aims to carry out a rigorous systematic review to analyse the complex spectrum of interventions to improve reading competence in PE students. This systematic review has been conducted following the PRISMA statement (Page et al., 2021). Inclusion criteria for the selection of interventions were the following: (1) interventions that were curricular in nature, (2) interventions that improved reading competence and (3) interventions in primary school settings. The article selection process was carried out in 4 stages, and a total of 31 articles were identified and analysed using Atlas.ti (version 9.02). The main results include the descriptive indicators of the articles reviewed and others related to the content of the studies. The following characteristics were identified regarding the interventions: (1) they were remedial, (2) they targeted students in disadvantaged situations, and (3) they focused on the executive functions. The analysis therefore found and classified educational trends in the development of reading competence. The results obtained benefit the educational community and may serve to guide future teaching actions, as they pointed out those elements referring to specific reading competences and skills, types of activities and didactic resources. In conclusion, the study invites the educational community to strengthen the weaker aspects associated with the more traditional trends in the teaching of reading and to continue to persevere with the more innovative aspects. This research did not receive any external funding.