The aim of this article is to identify some changes in the variety of post-reading comprehension questions in Government-authorized senior high school English reading textbooks in Japan. Following the results in the previous study (Fukazawa 2008), reading comprehension questions in five most recently published high school English textbooks were extracted and classified into the five major types designed by Nuttall (1996) and others. In result, among the major findings were: 1) there was a considerable reduction in the frequency of type 1 questions requiring merely copying out the words/phrases directly contiguous to those repeated in the questions and, in contrast, 2) there is a significant increase in types 2 and 3 questions requiring reorganization and reinterpretation of the information in the text. Most interestingly, there was a substantial increase in the question requiring personal responses from the readers. Also, some questions seemed to have potential in enhancing output activities in the reading-based classroom.