Abdallah, M. M. S., Ahmed, S. A. A. & Ahmed, N. F. B. (2022). Using multiple intelligences activities in improving dyslexic sixth graders’ reading comprehension skills. Academic Journal of Faculty of Education, 38(10), Assiut University, Egypt.
Abstract This study aimed at investigating the effectiveness of using activities based on Multiple Intelligences (MI) Theory to improve some English reading comprehension skills for dyslexic primary-six pupils. Ten sixth graders in Al-Hourria Primary School were randomly chosen as the study participants. The researcher used the one- group quasi-experimental design. To assess pupils‟ improvement in the specified skills before and after using the activities, a reading comprehension pre-posttest was designed along with a reading comprehension skills checklist. The data were analysed and demonstrated that there was a statistically significant difference at 0.05 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 Theory achieved a high effectiveness (Black‟s Modified Gain Rank < 1.2) on improving reading comprehension skills of dyslexic primary-six pupils. Thus, the research hypothesis was verified (confirmed) that pupils‟ reading comprehension skills were significantly improved as a result of being taught by using activities based on Multiple Intelligences Theory. The study concluded that using activities based on Multiple Intelligences 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 into the other skills such as listening, speaking, and writing.