This study contributed to the development of lower order critical reading strategies based on Bloom‟s taxonomy in third cycle students at a public school. The development of reading strategies started with the idea of improving students reading comprehension in English as a foreign language (EFL) because pupils showed low reading comprehension diagnosed with an entry test to evaluate students comprehension and low reading levels in the ICFES test Saber-Pro from 2003 to 2010.The relevance of this study was set on the design and implementation of six reading guides that developed lower order domains such as remembering, understanding and applying necessary to improve students‟ reading comprehension. The impact of this study was concentrated on how to develop Bloom‟s taxonomy for lower order skills in a specific context in Bogota. This study worked with qualitative research, action research by Kemmis and McTaggart (1988) (observation, planning, action, reflection, planning) and empirical methods such as the entry test to diagnose the students‟ ability on reading, and theoretical methods for the literature review. This study focused on ninth graders with a population of 40 students where the 25% of the sample was taken for data analysis. Students‟ artifacts were the main evidence, a semi-structured survey and fieldnotes were taken at random for analysis. It was designed, implemented, and evaluated six reading guides to start a process of lower order critical reading. Results on students‟ artifacts showed that 92% of the students achieved the Remembering domain, 86% of students got the understanding domain, and 93 % of pupils achieved the Applying domain for lower order critical reading strategies. A further study can be developed on higher order skills such as analyzing, evaluating and creating.