This study aims at exploring the effect of self-monitoring strategy in enhancing reading comprehension of fourth grade students. The study investigated the effects of selfmonitoring on reading comprehension at its literal level and inferential level, and examined whether there are any differences due to the student's gender. The study involved 52 students (25 males and 27 females) of two classes from the fourth grade level which were chosen randomly from eight classes in Al-Mashareq public school located in Al-Seeb area from Muscat Educational Directorate. The sample members were distributed in two groups: the control group (26 students) who were taught by using the ordinary method and the experimental group (26 students) who were taught by using the self-monitoring method. The reading comprehension of students was measured using a multiple choice test which was designed to assess the reading comprehension task at both levels (literal vs. inferential). This comprehension test fulfilled the required reliability and stability. The results showed that the experimental group scored significantly higher in the reading comprehension test than the control group. However, there was no effect of gender on reading comprehension. This study demonstrated the effectiveness of using the self-monitoring method in improving reading comprehension skills at both the literal and inferential levels of fourth grade students. The study also recommended the use of self-monitoring strategy by school teachers to improve reading comprehension.