A study was conducted to categorize the questions found in the reading skills development books used in Maryland's community colleges according to Bloom's Taxonomy of Educational Objectives. The study sought to determine the number of questions per taxonomy category; whether there was a significant difference between observed and expected frequency; and whether there was a significant difference among the categories. The study involved a survey of community college developmental reading programs, which revealed that 185 different skill development books were being used, and the selection of a sample of 555 questions from these books for analysis. Of the questions, 145 fell into the knowledge category of Bloom's Taxonomy, 400 into the comprehension category, 2 into the application category, and none in the categories of analysis, synthesis, and evaluation. This concentration of questions in the two lowest levels of thinking indicated that very little stimulation of the higher thinking processes was offered via the questions used in the reading skills development books used in the community colleges. The authors and publishers of these books, and the educators that use them need to become more concerned about the higher level thinking development of students, estimate the intellectual capabilities of these students at a higher level, and consider that reading material on a higher level may build reading motivation. (LAL)