Text comprehension is one of the most complex sociocognitive tasks and an essential ability in our society today (Parodi, 2005), specially, in academic and professional practice communities (Hyland, 2012) where reading is an access, acquisition, construction of knowledge and inclusion path to specific communities (Wineburg, 1998; Yore et al., 2003). The objective of this article is to explore the comprehension of academic and disciplinary texts. For this, theoretical proposals and models about the comprehension of specialized discourse are analyzed, such as Kintsch (1998), Valparaiso School of Linguistics (Parodi, 2005; 2011; 2014; Ibanez, 2008; 2007; Parodi, Peronard & Ibanez, 2010), McNamara (2004), McNamara & Kintsch (1996), Goldman et al. (2012). In consequence, it is intended to contribute to the conformation of a state of the matter in order to understand what is to comprehend disciplinary texts and to show the processing involved in this task.