Reading comprehension is significant in English learning process since it corresponds to
vocabulary development, grammatical comprehension, and language fluency. However, The
Organisation for Economic Co-operation and Development (OECD) reported that Indonesian
students performed below average in English literacy assessment of The Programme for
International Student Assessment (PISA). Textbooks serve as a tool that consists of comprehension items to foster students' reading skills. Nevertheless, not all textbooks maintain their quality and meet educational standards. "Work in Progress" is a government book which widely used in tenth-grade senior high school. This research aims to analyze the text types and reading comprehension questions in the book compared to 2018 PISA reading literacy based on Barrett's taxonomy levels. Utilizing a descriptive qualitative method, particularly document analysis, followed by semi-structured interviews and questionnaires to ensure the credibility of both documents were analyzed. Finally, the findings show that text types in "Work in Progress" book utilized a scaffolded approach and basic reading skills. In contrast, text types in 2018 PISA reading literacy included more varied genres, more varied texts, real world applications, and critical evaluation. In the context of reading comprehension questions, the book emphasized literal comprehension being Lower-Order Thinking Skills (LOTS) level focused in foundational reading skills meanwhile, 2018 PISA reading literacy was dominated by inferential comprehension as Higher-Order Thinking Skills (HOTS) level. The semi-structured interview and questionnaires indicate that the book employs developmental approach being instructional tool. Conversely, 2018 PISA reading literacy emphasized inferential being advanced assessment. The findings show the significance of book selection and discover to what extent the book prepares students for HOTS level in reading assessment in the context of national or international requirements.