The present study aims to test the effects of content analysis strategy in developing the silent reading skills for the female students in Grade Nine. The study tried to answer the following questions: • What are the appropriate silent reading skills for Grade Nine Students? • What is the impact of using content analysis strategy in developing silent reading skills for Grade Nine female students? h response to the first question, the researcher accumulated a list of silent reading skills appropriate for Grade Nine and presented it to some specialized referees. Then the researcher designed an achievement test to judge the extent to which the students have mastered these skills, I response to the second question, a sample of 66 Grade Nine female Students were chosen from Al-Batinah North Region. The sample was divided into two groups: the experimental group and the control group. The experimental group was taught using the content analysis strategy and the control group was taught using the traditional methods. The study lasted for two months or 14 lessons for each group. At the end of the study period, an achievement test was administered to the two groups. The study revealed some significant statistical differences between the students in the two groups with regard to the development of the silent reading skills. Based on those results, the researcher put forward some recommendations such as encouraging the educational supervisors and the teachers to use the content analysis strategy which enables the learners to master the skills of silent reading and improves some teaching methods. This in turn would encourage the students to use thier thinking skills and consequently develop silent reading skills. Further studies were also suggested such: the effects of content analysis strategy in developing silent reading skills in other grades ; and the diagnosis and remedy of the difficulties of mastering the silent reading skills.