Interest in the reading habits of teachers has initiated a series of studies that explore reading mediators' cultural practices. The relevance that this line of inquiry has acquired has made an overview necessary so as to better see what is known about the complex relationship between those who are teachers and those who are readers. In this way, the objective of the present article is to summarize and put into dialogue the results found in this field, so that new research and paths of intervention can be opened. To these ends, we characterize the basic postulates around the so called 'sujeto lector didactico' (teacher as reader) and present the most relevant findings.