| English textbooks for secondary level contain narrative and expository texts which are generally followed by comprehension questions. When secondary students continue to tertiary level, they are expected to be able to handle more challenging reading texts. Therefore it is important that the reading materials between these two levels are aligned unless the students will seem to be unprepared (Freahat & Al-Faoury, 2015). This study investigated text types and comprehension questions found in English textbooks for Grade 12 of secondary level and first year of tertiary level. The comprehension questions were analyzed using Barrett’s Taxonomy. The findings revealed that the secondary textbooks were dominated by narrative texts and the tertiary books were dominated by expository texts. As for the comprehension questions, literal comprehension level had the highest number and the appreciation level was completely absent. The data showed that the text types between secondary and tertiary were not aligned whereas there was an alignment of comprehension questions between high school and university level since literal comprehension and inferential comprehension were the most frequent questions encountered. Further, the findings also showed that in terms of high level questions, tertiary textbooks presented more evaluation questions compared to secondary textbooks. However, all data sources did not contain the highest level of question, appreciation. The findings revealed that the questions presented in the textbooks are still in the low levels. From the results, the writer suggests that in the future the text types presented in the textbooks should be aligned and the comprehension questions can be more challenging considering the students’ level of education. |