Today the urgency to improve comprehensive reading in the first years of schooling is even greater as a result of the Pandemic, especially in Latin America. Generating innovative public policies focused on the development of this competence will be fundamental to diminish the educational gap generated. The objective of this article is to analyze the evidence published over the last four years (2015 and 2020) with respect to innovation in effective public reading policies and to identify publications on the subject that can contribute with other studies or practical experiences in order to accelerate the learning process. The systematic review was used, whose systematic method allowed for the review of 233 articles that were published in two databases: Web of Science (Wos) and Scopus. Inclusion, exclusion and quality criteria were applied to obtain the maximum of relevant information. The results show the type of methodology and evaluation used, the most cited articles, the journals where they were published, the geographical distribution of the authors, application contexts and the topics addressed. This document is presented as a challenge for educational policy developers and in particular for those who focus on reading skills, providing evidence to generate transferable models that allow for accelerated learning and educational change so required by this society in the current situation.