The present study aims at investigating the effects of cooperative reading in the Omani classrooms on the Omani secondary school students' performance in reading comprehension test and the attitudes of those students toward reading. The researcher designed a cooperative reading program for teaching the experimental group. The researcher also developed two instruments to attain these aims: a reading comprehension test to measure the students' performance, and an attitudes questionnaire to elicit the students' attitudes toward reading. The sample consisted of two classes (N=60) of first secondary female students from a school in Al-Batinah South region. These classes were randomly selected by the administration of the school. One class functioned as an "experimental group" and the other as a "control group". The findings of this study revealed that the students in the cooperative reading group outperformed the control students in the reading comprehension test. The cooperative students also showed more positive attitudes toward reading than the students in the traditional setting. In the light of these findings the study presents some recommendations and suggestions for further research.