The present research seeks to establish whether there is a directly proportional and statistically significant relationship between the basic processes (perception, attention and memory) and reading comprehension from the measurements generated in third grade primary students, was applied to a composite sample by 56 individuals the Child Neuropsychological Assessment Instrument second edition (ENI-2).The results allowed to establish that the hypothesis is partially confirmed, since some tests and subdomains of basic cognitive processes, such as visual and auditory perception, visual attention, auditory verbal memory (coding) and memory of auditory stimuli (evocation) were correlated with reading comprehension.Finally, it was found that the sample in general was located in average level or inferior for each domain, emphasizing the lowest ones in attention and memory.