Using Multiple Intelligences to Increase Reading Comprehension in English and Math.

An action research project described a program for expanding multiple intelligences to increase reading comprehension in both English and math. The targeted population consisted of ninth, tenth, and eleventh grade students located in a south suburb of Chicago, Illinois. The problem of reading comprehension was documented through data revealing large number of students unable to meet the demands of the Illinois Goal Assessment Program (IGAP), local assessments, and classroom activities. Probable cause data revealed students living in low economic conditions, high mobility rates, natural attrition, and poor attendance. The data also indicated students’ poor social skills and lack of self-discipline. Additionally, the data revealed a lack of teacher training in multiple intelligences and innovative teaching strategies. A review of solution strategies and analysis of the problem setting resulted in the selection of two major categories of intervention: incorporation of multiple intelligence strategies combined with cooperative learning techniques in English and math units, and the implementation of weekly student observation sheets and anecdotal reflections. Post intervention data indicated an increase in student reading comprehension skills in English and math, and an increase in student learning expectations. (Contains 18 references, and five tables and seven figures of data. Appendixes comprise more than half of the paper and contain survey instruments, journal entries, reading strategies, numerous class and learning activities, cooperative lesson plans, and anecdotal reports.) (RS) Reproductions supplied by EDRS are the best that can be made from the original document.