The present study sought to investigate the effectiveness of using the Reader Response Theory (RRT) in the Omani classrooms. Particularly, the purpose of this study was to determine the effect of using the RRT on Omani secondary school students' comprehension of short stories. In addition, it sought to investigate the differences in second year secondary school students' attitudes towards the method used in teaching short stories (i.e. the RRT and the current method used in Omani schools in teaching short stories). To achieve these objectives, the following research questions were addressed: 1. What is the effect of the Reader response Theory on the Omani second year secondary school Omani students' comprehension of short stories? 2. What are the second year secondary school Omani students' attitudes towards the method used in teaching short stories? The sample consisted of two classes (N=57). Students were second secondary science female students. These classes were randomly selected from one school in Muscat region. One class functioned as an "Experimental group" and the other as a "control group". A teacher's manual was designed by the researcher, which showed the methodology the researcher followed in teaching the story to the experimental group. Two instruments were used in this study: a reading comprehension test was designed to measure students' comprehension of the story and a questionnaire was designed to elicit students' attitudes towards the method used in teaching the story. Validity and reliability of the instruments were established. The data obtained from the two instruments was analyzed using. descriptive statistics and t-tests. The results of the study showed that: 1. Students who were taught the short story with the Reader Response Theory did better on the comprehension test than those who were taught using the traditional method. 2. There was a significant difference between the control and experimental group in their attitudes towards the method used in teaching them the short story at .001 level, in favor of the experimental group.