"The purpose of this study is to identify the effectiveness of the reading aloud on attention and thinking ability of mentally challenged middle school students. To achieve this purpose, the following questions have been addressed: What effects does the reading aloud have on the attention and thinking ability of the mentally challenged students? To answer these questions, twenty mentally challenged students were selected from a middle school. Ten mentally challenged students were assigned to experimental group and another ten were assigned to the control group. The experimental group was treated the reading aloud program for fifteen periods twice a week, while the control group was not treated any program. And attention and thinking ability tests were performed on both the control group and the experimental group before and after the experiment. The data was analyzed to obtain averages and standard deviations and statistically analyzed with MANOVA and t-test. The results of this study are as follows: First, the experimental group had better correct response than the control group in selective attention and sustained attention. Second, the experimental group improved their perceptive thinking ability and their synthetic thinking ability. Therefore the reading aloud is considered an appropriate learning strategy for enhancing selective and sustained attention, and perceptive and synthetic thinking ability of mentally challenged middle school students. Key words : Reading Aloud, Attention, Thinking Ability, Mentally Challenged Students"