This paper presents the investigative process whose objective was to develop reading comprehension skills in English -as a foreign language- in fifth-grade students from a public institution in the municipality of Cartago, Valle del Cauca, under the interactive reading model that conceives comprehension textual as a process of interaction between the reader and the text. The proposal was based on the contributions of Sole (1998); Jouini (2005); Van Dikj & Kintsch (1983); Cummins (1983); and Anderson (1984); among others. The type of study was qualitative where, through the case study approach, it was analyzed how students developed comprehensive reading skills in English. It was concluded that through the design and implementation of teaching units under the approach based on disciplinary content for the teaching of English, it is possible to contribute to the development of comprehensive reading skills in elementary school students.