In this research we tried to compare both reading strategies and performance in an inferential reading comprehension test within undergraduate students, women and men, from three academic areas using narrative texts. Two experiments were carried out corresponding to quantitative investigations, descriptive cross-sectional studies, classifying the students by their academic area (in one experiment) and by their gender (in the other). The participants of the first experiment were 33 undergraduate students belonging to the following academic areas: Economic-Administrative Sciences (11 students); Exact Sciences and Engineering (11); Social Sciences and Humanities (11); while the sample of the second experiment was made up of 18 students (9 women and 9 men). Two instruments were employed: the Questionnaire  of  Metacognitive Strategies to Comprehend Narrative Texts, and an inferenti...