Reading is an essential language skill that enables learners to comprehend written texts and develop literacy. In EFL classrooms, textbooks play a significant role in providing reading activities and supporting reading instruction. Therefore, analyzing reading tasks in textbooks is important to understand how reading skills are developed. This study aims to identify: 1) the types of reading tasks presented in the English for Change Senior High School Textbook, and 2) the frequency of each reading task type based on Brown and Abeywickrama’s (2019) taxonomy of reading performance. This study employed a qualitative content analysis design. The data source was the English for Change Senior High School Textbook. Data were collected through documentation and analyzed by identifying, classifying, and calculating the frequency of reading tasks according to Brown and Abeywickrama’s (2019) framework. The findings reveal that: 1) among the 28 identified reading tasks, 23 tasks (82.14%) were categorized as Interactive Reading, 3 tasks (10.71%) as Selective Reading, and 2 tasks (7.14%) as Extensive Reading, while no Perceptive Reading tasks were found. 2) Interactive Reading was the most dominant type, indicating that the textbook mainly emphasizes discourse-level comprehension through activities requiring students to identify main ideas, determine the author’s purpose, interpret information, and comprehend complete texts. The study concludes that the English for Change Senior High School Textbook primarily promotes higher-level reading comprehension through Interactive Reading activities. However, the distribution of reading task types is unbalanced due to the limited presence of Selective and Extensive Reading tasks and the absence of Perceptive Reading activities.