The objectives of this study are: (1) To analyze the cognitive levels of reading comprehension questions in the critical thinking tasks of “Bright an English Course” for SMP/MTs Grade VII based on the Revised Bloom’s Taxonomy, and (2) Toexamine how these questions are distributed to facilitate the development of students’reading skills. This research used a qualitative content analysis design. The data consisted of 26 reading comprehension questions taken from the critical thinking tasks at the end of each of the eight chapters of the textbook, published by Erlangga and written by Nur Zaida (2022). Data were collected through document analysis and examined using the interactive model of Miles, Huberman, and Saldaña (2014), comprising data collection, condensation, display, and conclusion drawing. The findings show that the questions cover only three of the six cognitive levels: Understanding (C2) at 76.92%, Evaluating (C5) at 19.23%, and Creating (C6) at 3.85%, while Remembering (C1), Applying (C3), and Analyzing (C4) were entirely absent. Most questions therefore fall under Lower-Order Thinking Skills (LOTS), with Understanding being dominant, whereas Higher-Order Thinking Skills (HOTS) such as analyzing are underrepresented. The questions are generally sequenced from Understanding toward Evaluating or Creating, reflecting a partial scaffolding process, but the absence of Analyzing leaves a gap between comprehension and evaluation. These results imply that textbook developers and teachers need to provide a more balanced distribution of cognitive levels to better foster students’ critical reading skills.