The presented research focuses on the exploration of abductive reasoning moments which is used by nine-year-old readers for attaining the comprehension of characters’ emotions in a narrative text. This research enquires after signs that readers lead and how an interpretative path is built depending on what encyclopedia works (here understood as a prior knowledge logically organized in children’s background). In order to figure out some answers a semi-structured interview, the analysis of a narrative text and a conversatory were provided. The obtained results show three trends of interpretative paths for each encyclopedia. There are two criteria grouping each trend: the expected and similar behavior of interpretative paths for each encyclopedia, and an unexpected performance. Dissimilar paths for each type of encyclopedia in first criterion suggest that experience in textual interpretation has a bearing on the comprehension of characters’ emotions in narrative texts. Nonetheless, the grouped trends in second criterion point out that it is possible to log on comprehension of emotions by other expressions of cognitive organization framing in each child’s life experience.