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In disadvantaged sociodemographic areas, schools benefit from the priority education system (REP) or the reinforced priority education system (REP+) to help pupils acquire the basic literacy skills of reading, writing, and speaking. In this context, the aim of this study is precisely to examine children’s comprehension performance in grade 1 and 2, by comparing pupils educated in REP+ schools and pupils educated in non-priority education zones (HEP). To do this, all the children were given a listening comprehension task based on a story taken from children’s literature. The task consisted in answering questions posed at various moments of the story by choosing an answer from among three vignettes offered to test the pupils’ level of comprehension: one vignette illustrated the situation described by the story extract that preceded the question (i.e., a literal vignette); one vignette included elements implicitly suggested by the story, given that the inference of situational coherence mobilized the students’ general knowledge (i.e., an inferential vignette); and one vignette was considered irrelevant because it illustrated a character who was not involved in the extract preceding the question (i.e., an irrelevant vignette). We examined the choices made on this comprehension task by comparing pupils in a reinforced priority education context (REP+) with those in a non-priority education zone (HEP). The main results are informative in several respects: (1) There was no significant difference between pupils in their choice of literal vignette, regardless of the type of school or the grade level considered; (2) in grade 2, pupils in REP+ schools selected the inferential vignette less often than those in non-priority education network schools; (3) in grade 1, it was the irrelevant vignettes that revealed the presence of a difference between these two schooling contexts, to the disadvantage of pupils in REP+ schools (especially boys). These different results all confirmed the importance of implementing assessments of listening comprehension skills that make it possible to differentiate between the levels of interpretation acquired and to put in place measures to provide the best possible support for the success of all pupils.