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This study investigates the different reading comprehension problems in twelfth grade students. The fundamental purpose of this analysis is to identify the reading comprehension levels reached by twelfth grade students when processing humanistic and scientific texts. From a descriptive quantitative approach, the texts of 60 students are analyzed, whose review was based on the strategic and propositional model of Van Dijk and Kintsch (1978-1983), the construction and integration model of Kinstch (1988-1998) the reading comprehension psycholinguistic model proposed by G. Parodi (2005). The tests’ results show that students have difficulties in answering complex questions that are related to the global inferential, local literal, local inferential, coreferential inferential and application levels, where the reader requires a direct and deep interaction with the assigned texts. This suggests that It’s necessary to strengthen students' reading comprehension skills, especially when They are preparing to process academic and scientific texts.
