Investigating the effect of using some Multiple Intelligences activities on improving some English reading comprehension skills for dyslexic sixth graders

Ahmed, Naglaa Farghaly Bedeer; Abdallah, .Mahmoud M. S; Ahmed, .Shereen. A. A

doi:10.21608/mfes.2022.156591.1403

Investigating the effect of using some Multiple Intelligences activities on improving some English reading comprehension skills for dyslexic sixth graders

نوع المستند : المقالة الأصلية

المؤلفون

¹ Al-Hourria Primary School

² Faculty of Education, Assiut University

10.21608/mfes.2022.156591.1403

المستخلص

This research study aimed to investigate the effectiveness of using activities based on Multiple Intelligences (MI) Theory to improve some English reading comprehension skills for dyslexic primary-six pupils. Ten six graders in Al-Hourria Primary School were chosen as participants. The researcher used the one- group quasi-experimental design. To assess pupils’ improvement before and after using the activities, a reading comprehension pre-posttest was designed along with a reading comprehension skills checklist. The researcher used a variety of statistical methods, including the mean, standard deviations, Wilcoxon Signed-Rank Test, and Black Modifies Gain Rank. The results were analysed and demonstrated that there was a statistically significant difference at 0.01 level between the mean scores of research groups in the pre-post administration of the reading comprehension skills test in favour of the post administration. Using the activities based on Multiple Intelligences (MI) Theory achieved a high effectiveness (Black Modifies Gain Rank < 1.2) on improving reading comprehension skills of dyslexic primary-six pupils. Thus, the research hypothesis was verified that pupils’ reading comprehension skills were significantly improved as a result of using activities based on Multiple Intelligences(MI) Theory. The study concluded that using activities based on Multiple Intelligences (MI) Theory proved to be effective and has considerable contributions in improving reading comprehension skills of dyslexic primary-six pupils. These results are evidence of the educational value of integrating Multiple Intelligences Theory with the content of the curriculum. Future research should focus on integrating multiple Intelligences theory in the other skills such as listening, speaking, and writing.

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