This study aims to contrast the effects of conventional and reciprocal teaching strategies on KSA elementary students' reading ability. In this study, 30 randomly chosen fifth-graders students were divided into two groups: a control group and an experimental group. Both groups complete a pre-academic attainment reading proficiency test. The control group received teaching using traditional techniques, while the experimental group received instruction using a reciprocal strategy. The data was examined using statistical software for social sciences (SPSS).The pre-academic accomplishment test of the reading skills found no differences between the results of the experimental group and control group, which was used to answer the first question. The findings of the post-academic accomplishment test of the reading skills for primary pupils in KSA reveal variations between the outcomes of the control group and experimental group, which helped to address the second question. Following its findings and recommendations, the research issued the following statements. First, encourage and compel the teachers to teach English reading skills in a reciprocal manner. Second, the need for education directorates to offer continuing education programs to teachers so they can be prepared to use a reciprocal teaching approach. Third, prepare materials and techniques to apply in order to help the reciprocal teaching technique's impact reach students and aid in their understanding of the theoretical foundations and approaches used in its application. Include it in university programs that prepare teachers. Fourth, comparable studies should be conducted using course materials and examples from various stages.