The current research was carried through at IED José Félix Restrepo division A. Inclusion educational institution for students with visual disability, the chosen group are eight students diagnosed with total blindness, these students are in courses from sixth to tenth grade, it was picked this population because of the necessity that it found to improve their processes of reading comprehension, equally to strengthen the reading and the use of Braille system. This investigation is qualitative, with a socio-critical perspective. For the information collection and diagnosis, it was used instruments like the reading and writing analysis test (TALE) adapted to structure and form, supported by experts who has worked with this kind of population, field notes and evaluation rubrics. These tools allowed to collect the information that let to make a diagnosis of the difficulties of these students, for the intervention that was accomplished it took as a guide Daniel Cassany (2003) who provided important elements specially the nine abilities that they must work to have a good reading comprehension level on the literal, inferencial and critical grades. This intervention was suggested and developed by an organized didactic sequence that consisted of ten workshops. For the assessment of the impact after the application of the sequence it was made again the application of the TALE, wich helped to understand the breakthroughs that were achieved with these students.