This analysis compares the foundational concepts and the structural designs of the PISA (reading literacy) and SABER 9 (communicative skills, specifically the reader) tests for 2015. It is based on the basic tools of Data-Based Theory (Strauss and Corbin). , 2002): microscopic examination and constant comparison; Open, axial and selective encodings. Elemental tools from Atlas.ti software (7.0) were used. The analysis focused on two primary documents:? PISA 2015. Draft Reading Literacy Framework? (OECD, 2013) -DP1- and? Tests SABER 3, 5 and 9. General guidelines for the sample and census application 2015. Guides Series? (ICFES-MEN, 2015) -DP2-. The findings show a greater richness in the basis and density of the data for the DP1, in the two categories studied and in their properties. In addition, DP1 and DP2 differ pragmatically: the first is of an academic nature, while the second has an instructional and informative intention. Finally, the two discourses are inscribed in the tension between global and local competences. The contrast between foundational concepts addresses the nature of reading activity and its learning, as well as its individual and socioeconomic importance. Regarding the structuring of the tests, PISA 2015 conceives it from three dimensions: reading situation, aspect (mental abilities involved) and text categorization (type and format of text). In turn, SABER 9 ° 2015 does not contemplate the reading situation and organizes the test based on the text categorization and discursive components (semantic, syntactic and pragmatic) on which the mental operations of reading depend.