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Most of the cognitive psychology models of text processing aim to getting to the bottom of the cognitive invariants that refer to processes or to the representations over which they operate. These objects that provide observable elements and that are analyzed mainly by linguistics constitute an essential means for the study of linguistic activities implied in the processing of texts. Nevertheless, the research studies carried out in the field of text comprehension have not always proved to be effective. Many comprehension problems are not related to the students cognitive malfunctioning, but to ethnocentric models. That is why it is necessary to take into account the contexts, and to work on the basis of comparative data in the creation of models of cognitive processing of texts and their units.