As the result of an analysis and synthesis of reading comprehension skills studies, it was suggested that teachers attempt to simplify comprehension questions by recognizing two basic types: literal and nonliteral. It was noted that a student's success in obtaining meaning depends on (1) his competency in determining word meaning, (2) his understanding of word function and phrase-structure relationships, (3) his set awareness, (4) his mastery of reading skills, and (5) his teacher's attitude and competency. It was contended, after considering the factor-statistical analysis and the logical analysis approaches to determining reading comprehension skills, that a lack of consensus results necessitates the use of the simplified eclectic approach. Literal comprehension would include recalling fact and detail and determining the main idea of a passage; nonliteral comprehension would involve making decisions and judgments based on reading and relating reading experience to previously acquired knowledge and to other content. Determining cause and effect, making inferences, evaluating and criticizing, and determining authors' intents were given as nonliteral comprehension activities. Sample literal and nonliteral questions used in teaching and references are included. (BT)