<![CDATA[This study aims to analyze the implementation of instruction using the *Nahwu Wadih* textbook and its role in enhancing the reading skills (*maharah qira’ah*) of female students at the Ummu Sulaim Islamic Boarding School for Girls. The study is motivated by the importance of mastering *nahwu* (Arabic syntax) as a foundation for understanding Arabic sentence structures, which in turn influences the ability to read and comprehend Arabic texts. A qualitative approach with a descriptive method was employed. Data were collected through observation, interviews, and documentation. Research informants included the *Nahwu Wadih* instructor and female students selected via purposive sampling. Data analysis involved data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results indicate that instruction using *Nahwu Wadih* is conducted systematically through review (*muroja’ah*), material presentation, exemplification, exercises (*tamrin*), *i‘rab* (grammatical analysis) discussion, and assignments. The instruction integrates deductive and inductive approaches, thereby helping students grasp *nahwu* rules progressively. The use of *Nahwu Wadih* plays a role in improving students' reading skills, particularly regarding sentence structure comprehension, identifying word functions, analyzing *i‘rab*, and understanding the meaning of Arabic texts. Improvements in reading ability occur through a process of grammatical analysis that helps students understand the relationships between sentence elements before interpreting the text's overall meaning. The study also found that instructional success is supported by internal factors—such as learning motivation, foundational Arabic proficiency, and review habits—and external factors, including the instructor's teaching strategies, the systematic use of the *Nahwu Wadih* text, group discussions, and a boarding school environment conducive to Arabic learning. Conversely, inhibiting factors include difficulties in understanding *nahwu* terminology and determining *i‘rab*, disparities in students' foundational abilities, and limited instructional time. Thus, *Nahwu Wadih* serves not only as a teaching resource for Arabic syntax but also as a pedagogical tool that fosters reading skills by strengthening students' ability to analyze Arabic sentence structures.]]>
