Objective: The evaluation of a reading skill to critically read theoretical texts, interpretation; at different groups linked to investigation and, explore if a closer, longer experience with this, can influence this skill development.
Material And Methods: An instrument that comprises a text on epistemologic aspects and the relation of science with society, was validated. It was applied on four natural groups, selected by a degree of involvement they had shown in health research: students at "pre-degree" (n = 23); students at post-degree (n = 19), academic administrative assessors (n = 17), and professional researchers (n = 20).
Results: Reliability coeficients of the instrument were 0.91 y 0.94. From 74 as maximum score expected, medians of groups were 19 for pre-grade and post-grade students, 17 for assessors, and 21 for researchers (p = 0.50).
Conclusions: The not sufficient ability to critically read a text, that we supposed was more or lest related to all studied groups, come to be highly relevant, when a need for the researcher to acquire plain understanding, of the importance of his actions is acknowledged. And on the other hand, the fact that students on upper levels, be conscious of the reason why science is beforehand included in their education.
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