Mother tongue education must take the integrative role, to convey the linguistic elements that support metacognitive knowledge related to reading comprehension skills develop-ment through a functional approach to learners, so that they can become part of the indi-vidual reading comprehension strategy regardless of subject matter during the develop-ment process. The purpose of this work is to present a measuring instrument, which is intended to measure explicit and implicit knowledge of the 8th grade students' text. We are askíng the question why students have texts in written text, how the texts are written to the stu-dents, and what textual criteria are used when comparing texts. We alsó examine whether students' statements are directed to texts and / or commu-nication and language. In this way quantitative and qualitative methods are used in the evaluation.