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In the classroom, students have a weakness when they read the text in English. Over time, students tend to translate word for word and in some situations, a less varied lexicon does not allow them to progress as they read. As a teacher, it is necessary to find a way to solve this problem in our classroom. Therefore, this research has the main objective, the application of comics as narrative texts and reading comprehension as a tool to find methods to improve students' reading skills in an interesting way. Before reaching that stage, it is worth defining two important concepts:Reading comprehension and comics. According to Samuels (2002) “reading comprehension is the process by which readers construct meaning using, as building materials, information on printed pages and knowledge stored in the reader's head” (p. 169). On the other hand, McCloud (1993) has an important statement for this investigation which: says that "comics are juxtaposed images and other images in a deliberate sequence, intended to" convey information and/or produce an aesthetic response to the viewer. (p. 9). Comic books are a type of text characterized by illustrations that place the reader in different situations represented by the text.If these two definitions are considered, reading comprehension skills can be strengthened through different narrative sequences in which comics are presented, both text and images give readers better understanding of the text without translating every word as students do, and this one can be seen as a tool as much as it shows alternative ways of narrative text, learning to read and learning to read, showing different results in class.