This study is purposed on explaining the aspects of text-meaning and applicating the aspects of text-meaning to teaching reading. For this purpose, the concepts and frames of the inference in formal logic, psychology, pragmatics and Korean language education are researched and applied to analysis of the meaning of texts. And 55 undergraduate students were tested about what they think about the text-meaning while reading texts. As a result, I reached the conclusion that there are three aspects of text-meaning: explicit, extended, and potential meaning. The explicit text-meaning is the coherent meaning that is composed by the restorative inference based on literal meanings. The extended text-meaning is a interpreted meaning that is composed by the extensive inference based on an explicit meaning and background knowledge. The potential meaning is the background meaning that is revealed by the penetrative inference, an analysis of the premises from the explicit text-meaning.