This article focuses on the non-literal information of a text, which can be inferred from key elements or clues offered by the text itself. This kind of text is called implicit text or inference, due to the thinking process that it stimulates. The explicit resources that lead to information retrieval are related to others of implicit information, which have increased their relevance. In this study, during two courses, how two teachers interpret three stories and how they establish a debate dividing the class into three student groups, was analyzed. The sample was formed by two classes of two urban public schools of Burgos capital (Spain), and two of public schools of Tampico (Mexico). This allowed us to observe an increasing percentage value of the group focused in text comprehension, and a lesser percentage of the group perceiving comprehension as a secondary objective.

Key words: Cognitive processes, learning, teaching methods, story reading.