The purpose of this written work is to present the results that were obtained in the research that had as general objective to determine the impact of a teaching sequence, from an interactive speech perspective, in the reading understanding of argumentative texts from students of the institution Leocadio Salazar from the town of Ulloa and the Liceo Ingles from the city of Pereira. To carry on this investigation, a semi-experimental design was chosen, conformed by two groups from two different schools which belong to different social levels, public and private. The intervened group had a population of 59 subjects divided in groups of 22 and 37 correspondently. These two groups were applied with a test to observe their reading comprehension of argumentative texts at a global scale (discursive genre, enunciation situation, superstructure organization and linear level (referred speech). Then the teaching sequence was implemented, taking into account the Maria Cristina Martinez and Ana Camps among other theories to build it and create it, and then the evaluation of the reading comprehension was made with the applying of the posttest. To contrast the obtained results, these were compared with statistics between pretest and posttest, applying inferential statistics, using the T-student distribution related, and it allowed to validate the working hypothesis, when meaningful improvements were found in the reading comprehension of argumentative texts of the studied population.