This study aimed to verify the effectiveness of teaching using habits of mind on the development of reading comprehension among primary sixth grade female students in Oman. The sample of the study was divided into two groups: control and experimental groups of (27) students each. The researcher prepared a teaching guide for using habits of mind in order to teach the experimental group, and a test in reading comprehension skills which was applied before the experiment to ensure the equality of the sample. The experimental group has been taught six literacy texts from the sixth-grade Arabic book "My Beautiful Language" part (1) using habits of mind for six weeks in four sessions per week; while the control group has been taught the same literacy texts using the traditional manners. The same test was applied after the application of the experiment. The results of the study shows, using T test, that::. - There were statistically significant differences (at the level alpha=0.05) between the average scores of sixth-grade students who studied basic literacy texts using habits of mind and the average scores of the students who studied using the traditional manner in the reading comprehension skills test which attributed to the teaching using habits of mind . - There were statistically significant differences (at the level alpha:= 0.05) between the mean scores of students in pre and post application within the 'experimental group in some detailed skills in the reading comprehension skills' test. in favor of the post application within the experimental group. The skills were identifying vocabulary, determining the general idea of the text, summarizing the text, and predicting the expected results. According to the study findings, the researcher pointed out number of recommendations and suggestions to be used in the educational arena. One of them is Arabic language curricula should contain activities based on habits of mind in various language skills (reading, literature and grammar and rhetoric and criticism and prosody