Many young people struggle to understand a text they have read, as confirmed by the 2009 PISA study. Those working in education are aware that they should actively and purposefully promote text comprehension even in young children. This raises several questions: Where can this support begin? How does a child understand a text at all? How should educators structure this support meaningfully? This study analyzes the developmental stage of text comprehension among learners in the second grade of primary school (4th year of education). The complex process of text comprehension can be summarized into five groups of operations. These groups allow for text comprehension to be anchored in teachable and learnable criteria. The author examines, using a picture book, how developed the operations and their interplay are in children. This work makes an important contribution to the comprehensive promotion of text comprehension in young children: educators receive a tool that enables them to specifically foster text comprehension in children from an early age of reading and storytelling.