La comprension lectora requiere de la interaccion de diversos procesos cognoscitivos: atencion, percepcion, memoria y conciencia fonologica; estos procesos permiten detectar dificultades en el desarrollo cognoscitivo infantil. El objetivo de este articulo de investigacion fue describir la relacion entre el desempeno de la comprension lectora y la precision y velocidad de la lectura, asi como con procesos cognoscitivos como la atencion, percepcion, memoria y conciencia fonologica en ninos de tercer grado de educacion primaria de Xalapa, Veracruz. Se evaluaron 26 ninos (13 masculinos, 13 femeninos) con edad promedio de 8 anos y 8 meses (DE+ 8 meses a traves de la Evaluacion Neuropsicologica Infantil (ENI) en las areas de lectura, percepcion visual/auditiva, atencion visual/auditiva, memoria visual/auditiva y conciencia fonologica. La precision y velocidad de la lectura asi como la conciencia fonologica favorecen al buen rendimiento de la comprension lectora. Abstract Reading comprehension requires the interaction of different cognitive processes: attention, perception, memory and phonological awareness; these processes allow detecting difficulties in child cognitive development. The objective of this research paper was to describe the relationship between the performance of reading comprehension and the precision and speed of reading, as well as cognitive processes like attention, perception, memory and phonological awareness in children from third grade of primary education of Xalapa, Veracruz. 26 children (13 male, 13 female) with an average age of 8 years and 8 months (8 months) were evaluated. The children neuropsychological assessment (ENI) was aplicadad in the areas of reading, visual and auditory perception, visual and auditory attention, visual/auditory memory and phonological awareness. The accuracy and speed of reading and phonological awareness favor the good performance of reading comprehension.