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This research reflects on the Teaching and Learning Process (TEP) of reading dissertation-based texts. The problem relates to the difficulties students face in reading/comprehending the text and the strategies used to teach it. The study started with the question: to what extent are reading teaching strategies involved in reading comprehension of the text, guided by the questions: what are the methodological strategies for teaching reading and what models of information processing do students use? The theoretical framework was based on studies on Learning Theory, studies on Reading and Reading Comprehension, studies on argumentation, studies on the Teaching of Reading in Portuguese Language classes and studies on the General Didactics and Teaching of the Portuguese Language. The research was empirical, with an inductive logic approach, a mixed data collection technique and case study procedures, carried out in Nacala-Porto.