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For decades, the Brazilian schooling process was guided by traditional paradigms. Thus, the teaching of reading has given priority to decoding. In the 1980s, changes occur in the parameters guiding the school, breaking trends mechanistic and technicist. With the backdrop of this paradigmatic context, there are new theoretical foundations that support new teaching strategies. The reading, according to Koch Elias (2006), assumes the condition of the activity of production of meaning, based on cognitive perspectives, dialogical, interactive and social. These new paradigms have been adopted by national assessments that measure the reading competence of students in Brazil. Using theory, the contributions of Albuquerque (2006), Barbosa and Souza (2006), Bentes (2004), Bezerra (2010), Cardoso (2003), Koch (2002), Koch and Elias (2006), Kleiman (2008), Perfeito (2007), Rojo (2004), Santos (2002), Soares (1998), Travaglia (1997), this study aims to address the changes in didactic teaching of reading, as well as their effect on assessments of national stamp, as is the case of Exam Brazil and Saeb. Resulting from this, we intend to: a) draw a little historical background of the teaching practices of teaching reading in Brazil, linking them to theoretical assumptions underlying [Conceptions of Language, which guided the teaching of this language skill over the last sixty years]; b) address the key reading skills required by Exam Brazil and by Saeb, demonstrating how they are reflected in other tests [Evidence of Tender and Vestibular].