The purpose of this study was to find out the effectiveness of the brain-storming strategy in teaching reading on study-achievement and the development of creative thinking of the female students of grade 11 of general education. The study sample consisted of (60) students divided into two groups, one represented the experimental group that studied reading using the brain-storming strategy, and the other represented the controlling group that studied reading in the traditional method. The researcher prepared an instructional directory for teaching reading using the brain-storming strategy for teaching the experimental group. The two study tools consisted of an achievement test in reading prepared by the researcher and a test on creative thinking capacity by Sayid Kheirallah in two forms: A and B. The reliability of the two tests was verified by presenting them to a group of arbitrators, and their consistency was verified by using the Alpha cronback coefficient. The consistency value was (0.83) and (0.91) in both successively. To verify the equivalence of the sample, the achievement test and picture A were applied to test the innovative thinking on the two samples of the students before the experiment. The experimental group, then, studied the reading unit of the second semester's book (Al Munis) of grade 11 of the general education using the brain-storming strategy, while the controlling group studied the same reading unit using the traditional method. After the experiment, the achievement test and picture B were used in the two study samples. By statistically processing the data, the mean averages, the standard deviations and T tests were used. The study findings revealed statistically significant differences between the averages of the grades of the two groups of students( experimental and controlling) in study achievement, in the two skills of fluency and flexibility and the overall capacity in creative thinking in favour of the experimental group. The findings also revealed the non-existence of any statistically significant differences in the averages of the grades of the two groups of students in the originality skill. According to the findings, the study recommends encouraging teachers to use the brain-storming strategy in teaching and attending to the encouragement of creative thinking skills through teaching the Arabic language curriculum.