The current study aimed to test the effectiveness of the six hats strategy in development of reading comprehension skills and the impact of remained learning in grade four education. To achieve this aim, the research prepared a list of comprehension skills that are appropriate for students in grade four, a guide for the proposed strategy, and a test for the reading comprehension. These were validated by a panel of judges consisting of a group of experts. The reliability coefficient of the internal consistency was found to be (74.0) Alpha Cronbach, and in re-application using Pearson Correlation, the coefficient was found to be (75.0( The sample of the study was divided into two groups; experimental and controlled. The experimental group included 60 students both males and females all of whom studied reading skill by using the six hats strategy. The controlled group included 56 students whom had been taught reading skill by the usual way. Moreover, the reading comprehension test was applied twice. The first test was applied immediately after teaching students the reading skills. Lately after three weeks, the second test was applied (the delayed test). The results has shown significant differences in the means of students marks for both the immediate and the delayed applications. In favor to the experimental group, these differences have occurred in respect to the way of teaching. The amount of differences in both applications were big. Furthermore, both applications showed significant differences between the marks of male and female students in favour of girls. The researcher recommends to benefit from the six hats thinking strategy in teaching different skills of Arabic language; besides, the researcher also recommends to accustom students to analyze and understand reading texts in detail depending on themselves and to use teaching strategies that help them to achieve this understanding. In addition, the researcher recommends to provide interesting learning environment as well as the one provided in the six hats thinking strategy.