The following study interprets the results of a research carried out in 2008 in Romania, on a smaller sample. The aim of the study is the analysis of the text comprehension skills of 14 year old pupils, and the presentation of the connections with the social background, learning styles and school performance. The gathering of the data was completed during the survey with the analysis of the native language curricula and textbooks, class monitoring, as well as with a questionnaire addressed to teachers. The present paper presents the data on text comprehension, as well as the correlations with social background and learning. It sums up the result of the class monitoring, as well as those of the teacher interviews, emphasizing the aspects which are relevant from the point of view of text comprehension developing.