This thesis is developed under the scope of Psycholinguistics and is aimed at analyzing how high school students read the ENEM Spanish tests, in addition to identifying cost associated with reading comprehension. The research involved (i) the linguistic analysis of the 2010-2017 tests and reading skills in accordance to the ENEM and PISA reference matrices and (ii) the examination of the reading strategies employed in the 2017 test. The performance of 44 students with different language exposure time to Spanish (at least 50 hours of in-class exposure vs. less than 17 in-class exposure) was compared. The data were obtained through the Active Presenter screen recording program and Tobii Pro-X3 120 Hz eye tracker. The main theoretical frameworks were research in the field of reading and Psycholinguistics of Bilingualism. The results show differences in complexity between the tests regarding structure and vocabulary, focus on text integration and reading skills, and use and social function of the structures. The hit rate was less than 50 percent, and the group with the highest language exposure outperformed in the eye tracker activity. The average time to perform the test was compatible with the one predicted for ENEM. There was no significant difference between the groups in the number of rereading times, and few started reading by the statement. Regarding eye parameters, there is also no evidence of distinct performance.