This study conducted a systematic review of reading-writing connection programs for Korean K-12 students. A total of 50 studies including journal articles and doctoral dissertations published in Korea from 1997 to 2024 were analyzed based on three criteria: (1) theoretical approach, (2) type of program, and (3) component skills of measures. The findings are as follows. First, most programs targeted preschool and elementary students, while studies focusing on middle and high school students were limited. Second, many programs were grounded in shared knowledge/cognitive theory and functional theory, while relatively few were based on rhetorical relations theory. Third, the programs were categorized into eight types, with relatively limited research on home-based program, content literacy program, and remedial program. Lastly, the measures to evaluate program effectiveness were classified using the Interactive Dynamic Literacy Model. Based on these findings, the study proposed practical recommendations in eight areas: programs for secondary students, approaches of rhetorical relations theory, home-based programs, content literacy programs, remedial programs, the use of measurement tools, methodological rigor, and education and support for teachers.