Talking about reading behavior from a pedagogical and psychological perspective acquires the status of an invocation of known models, but rarely examined from the perspective of their adequacy and application to learning by reading in formal and / or informal school settings. The development of the analyzes is very tempting pedagogically. We will limit ourselves only to a synthesis with application value to the theories suitable for learning through high-performance reading, which can be used in the creation of the digital textbook for students.