summary Introduction Learning disabilities are the main cause of school failure, as well as lead to many incompatible behaviors. Reading disabilities are the most widespread disabilities among pupils (Cain & Jane, 2004, p. 313). Pupils apply in school years each year and their academic success requires the ability to understand the read subject; They are therefore expected to read independently, and understand more complex texts. Hard-reading pupils will remain at a lower level than their peers at the same age; Unless teachers recognize them and use more effective strategies to develop their reading comprehension (Joseph, Alber-Morgan, Cullen & Rouse, 2015, p. 12). Self-questioning is an effective strategy in developing reading comprehension skills. It includes the dynamic interaction between reader and text (Solis, Ciullo, Vaughn, Pyle, Hassaram & Leroux, 2012, p. 329), therefore; In the current study, the researcher seeks to develop the reading comprehension skills of the students with learning disabilities through a therapeutic education program based on self-questioning strategy. Aims of The study: 1- Knowing the effectiveness of the self-questioning strategy in the development of reading comprehension skills of primary school students with reading disabilities. 2- Knowing the continuity of the effectiveness of the treatment program in developing reading comprehension skills, after 3- applying the program during the follow-up evaluation period. The importance of the study 1- Providing teachers with some new ways and strategies that help to develop and improve pupils' reading comprehension. 2- Guide manuals used by all educators and from the child's family who educate the child. 3- Include in the curriculum a new strategy (progressively vanishing self-questioning strategy) that can be used with learning disability cases to help them acquire readership skills. 4- Design workshops and training courses for teachers and educators with disabilities to learn how to teach students to use a self-questioning strategy when reading different texts. 5- Include a self-questioning strategy as an important teaching method in the design and development of educational curricula. Study Methods: 1- Spatial determinants: The study was applied at Facous Educational Administration. 2- Time limits: The study program and tools were applied during the academic year 2021-2022. Methodological determinants: divided into: (A) Study methodology: The study depends on the experimental approach to test the effectiveness of the self-questioning strategy in developing readership skills in primary students with reading difficulties. (B) Study sample: The study sample consisted of two groups of students with math learning disabilities at the primary stage, each of which (9) students.. (C)Study tools: The following tools were used: 1- Stanford Binet measure for children's intelligence (fifth image) (Safwat Faraj, 2011). 2- The rapid Noriological survey scale for people with learning difficulties (Prepared by Abdel-Wahab Kamel, 2007). 3- Diagnostic assessment scale for reading disabilities (prepared/ Fathi Mustafa Alzayat, 2015(. 4- Readering comprehension Test (Adel Abdullah Mohammed, and Yasmin El sayed Lotfi, 2022). 5- The program based on self-questioning strategy (researcher's preparation). Statistical methods used: Data processed using the asymmetric statistical methods of: Test Man Whitney- Wilcoxon test- Z value. Hypotheses of study: 1- There are statistically significant differences between the mean scores for the members of the experimental and control groups in the dimensional measurement of reading comprehension skills in favor of the experimental group. 2- There are statistically significant differences between the the mean levels of the experimental group scores in the pre and post measurements of reading comprehension skills in favor of the post measurement. 3- There are no statistically significant differences between the mean levels of the degrees of post- and consecutive measurements of the experimental group on the reading comprehension test, one month after applying the program Results of the study: Result: 1- There are statistically significant differences between the mean scores for the members of the experimental and control groups in the dimensional measurement of reading comprehension skills at the level of significance (0.01) in favor of the experimental group. 2- There are statistically significant differences between the mean levels of the experimental group scores in the pre and post measurements of reading comprehension skills at the level of significance (0.01) in favor of the post measurement. 3- The absence of statistically significant differences between the mean levels of the degrees of post- and consecutive measurements of the experimental group on the reading comprehension test, one month after applying the program