The present research aimed at identifying the extent of considering the standards of creativity in the questions of first secondary reader. The researcher made use of the following instruments: - A checklist of the standards of creativity which should exist in the questions of first secondary Arabic Reader. The list was submitted to a panel of juries to determine its validity. Kendall's Test was used to establish reliability. An inventory for analyzing the content of the questions. It was derived from the previous list. The population of the study consisted of all the questions included in the Arabic Reader of the first secondary in Oman in 2002/03, The total number is 313 questions and activities. The sample included 62 randomly chosen questions, which represent 20% of the population, To answer the first question; what are the standards of creativity that should exist in the questions of first secondary Arabic Reader? , the researcher reviewed the literature in the areas of creativity standards and instructional questions. The researcher came up with a number of standards (28) which were submitted to a panel of juries. After taking the juries' view into consideration the list was shortened to (19) standards. To answer the second question: To what extent are the standards of creativity considered in the questions of first secondary? , the researcher analyzed the content of the questions of the first secondary Arabic Reader. The other 12 standards do not exist at all. It can be said that the questions of first secondary Arabic Reader lack the standards of creativity. . To answer the third question: what is the proposed framework for formulating the questions of the Arabic Reader, which consider the standards of creativity? , the researcher introduced a proposed framework, which includes the standards neglected by the questions and a model of activities for each standard. The researcher suggested a number of recommendations such as the necessity of paying more attention to preparing questions and activities of the Arabic Reader in a way which takes the standards of creativity into account, modifying the evaluation approach used in teaching Arabic Readers and directing it to reinforcing multiple responses (fluency), variety (flexibility) and scarcity (originality). The researcher suggested a number of future studies such as conducting a similar research to evaluate and develop evaluation approaches in different stages and studying the possibilities of developing creativity through teaching Arabic to secondary stage students,