This document discusses comprehension of texts and reading speed in education. It explains that text comprehension involves interaction between the reader and text based on Kenneth Goodman's psycholinguistic model. The Ministry of Education of Peru has defined the pedagogical approach of text comprehension competence as constructing meanings through interaction with diverse texts and messages expressed through different codes. This focuses on developing higher cognitive processes and metacognitive reflection to help students learn effectively. While reforms have moved away from content-focused curricula, some traditional practices still persist in Latin America, including Peru. The document outlines three fundamental capacities for developing text comprehension skills in a progressive manner throughout primary education.