The current study aimed to measure the effectiveness of using some artificial intelligence applications in developing creative reading skills and its learning effect on Basic Education Grade Six. To achieve this goal, the study adopted a quasi-experimental methodology, dividing the sample into two groups, experimental and control groups, each consisting of 40 students. The researcher prepared a test to measure creative reading skills, ensuring its validity and reliability, with a reliability value of 0.82 according to Cronbach's alpha coefficient. Additionally, a guide for teachers to teach creative reading skills using artificial intelligence applications was developed and validated by a group of experts. The findings showed statistically significant differences at a significance level of α ≤ 0.001 between the average scores of the experimental group and the control group in the post-test for creative reading skills in individual and combined skills. Furthermore, the results indicated no statistically significant differences at a significance level of α ≤ 0.05 between the scores of the experimental group in the post-test and postponed-test for creative reading skills. Therefore, the researcher recommended incorporating interactive electronic activities supported by artificial intelligence into Arabic language curricula and training Arabic language teachers to use artificial intelligence applications in teaching various Arabic language skills.