Reading is an activity that helps a human being to have an integral development. Therefore, teaching reading is a challenge that fully transcends literacy, becoming a necessity to improve the difficulties in achieving reading standards. This research aimed to analyze reading comprehension on ninth-grade students at “Institucion Educativa Simon Bolivar” in Cordoba. Achieving progress in the reflection on language teaching and learning. This study viii is based on Sole’s (2002) and Cassany’s (2013) theories, using a qualitative inductive approach with a Participatory Action Research method, under a descriptive and projective design. The target population of this study consisted of 38 students of ninth grade at “Institucion Educativa Simon Bolivar”. The data collection techniques used with the students were documents, interviews, observation, questionnaires and co-evaluation reflections, whose motivational enhancement procedure in each of the sessions was effective in the implementation of the strategies. The aforementioned strategies were developed in three different moments: before, during and after reading. The results of this study showed that the students’ poor reading comprehension skills, were affecting the tests results within and outside the Institution in the different areas of knowledge. Meanwhile, it is concluded that a student who is applied the appropriate and specific reading strategies, will strengthen and enhance his critical reading process.