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The summary is considered a didactic strategy that consists of synthesizing or reducing, in a shorter and more precise way, the essential information of a text. With the development of this technique, it is possible to build significant learning in schoolchildren, since it involves a series of mental operations that facilitate the understanding and interpretation of a speech. The fundamental purpose of this article is to assess the use of the summary as a strategy that allows the construction of significant learning in schoolchildren, at all levels of education. In addition, it is intended that They acquire the ability to summarize and synthesize the contents of various discursive genres. This research is considered to be qualitative, documentary and, above all, linguistic because it is dedicated to the study of language and the mental processes that allow us to understand the global meaning of a text. The results show that the reading of a text and its comprehension involve a series of competencies and skills that students don’t always acquire in an adequate way, so it is necessary to put into intellectual practices such as recognizing the information that is presented, relating it with memory, identify relevant information, summarize it and be able to construct a new text. The use of the summary becomes an adequate strategy that helps to maintain an active study, because the mind will be in a better disposition to accept everything that has to be learned willingly. Through the application of the summary, it can be achieved that the two fundamental axes of the educational system (teachers and students) keep in mind the need for reading comprehension and, consequently, the practice of methods that can generate significant learning.
