To propose a two-dimensional framework for assessing reading comprehension of geometric construction texts, we cross-tabulated the three broader categories of reading tasks with the three key elements of geometric construction texts to create nine categories of reading comprehension of geometric construction texts (see Table 1). The meaning of each subcategory will be described and illustrated with examples in the next section. This framework can be adopted not only to measure students’ learning outcomes but also to understand students’ strength and weakness in reading comprehension of geometric construction texts.