This research analyzes the systematic linking of videogames in the processes towards the development of reading in the media and digital environment through the theoretical review. For this objective it was reviewed academic publications from international databases submitted between 2005 and 2016 related to the involvement of video games related on reading organized by school level, theoretical approach and research design. The results demonstrated its prevalence in secondary education basing its impact as an educational agent on changes in reading habits by opening a connection between readers and motivating of collaborative interaction. Likewise, the transformation of the process towards an oriented in- formation search and acquisition of reading comprehension skills. Following this argument, it concludes in favor of the inclusion of videogames in the educational curriculum focused on the development of reading in the digital and media context.