Download In the field of learning disorders, interest in instrumental skills and the difficulties related to them has focused mainly on reading, writing and calculation, leaving open some questions regarding other skills involved in learning processes, including text comprehension. However, there seems to be scope for considering difficulties in understanding written text as attributable to a learning disorder in its own right, since, in the document on recommendations for clinical practice regarding DSA, it is stated that "the main characteristic of definition of this nosographic category is that of "specificity", understood as a disorder that affects a specific domain of ability in a significant but limited way, leaving general intellectual functioning intact." We therefore attempted to deepen the research in the field, considering that when we talk about "text comprehension" we are not referring to a single skill, but rather to a series of skills, with as many underlying cognitive functions, which, working in synergy, they allow for effective reading and equally effective extrapolation of important information from what has been read. If today we have come to know which abilities are involved in its correct functioning, there is still no clarity on how much and to what extent the individual components influence the general ability, nor to what extent the cause of a possible disorder should be attributed to a single function rather than the combination of some of them. In this preliminary study, a systematic analysis of the individual cognitive components involved in text comprehension ability was conducted, in reference to the theoretical models of Baddeley and Cowan, taking into consideration a sample of lower secondary school subjects.