The findings from the questionnaire survey conducted among 100 instructors of English in Vietnam about the reading-question design for the intermediate solicited three worth-noticing issues. First, the design aims mainly to develop in students reading skills, language elements or both. Second, the designed questions are largely of recalling and understanding the information (the lower level of cognitive domain, Bo-linn, 2006) and leave a large gap on the applying, analysing, evaluating and creating (the higher level of cognitive domain, Bo-linn, 2006). .
