This document summarizes a research article that examined the relationship between multiple intelligences and reading performance among Iranian pre-university students. The study utilized surveys to measure students' multiple intelligences and a standardized reading test. Results found no significant relationship between overall multiple intelligences and reading scores. However, there was a negative correlation between musical-rhythmic intelligence and reading performance, suggesting higher musical skills relate to lower reading ability. Verbal-linguistic, bodily-kinesthetic, and musical-rhythmic intelligences were found to predict reading proficiency to some degree. The document provides background on multiple intelligences theory and perspectives on the cognitive nature of reading.
The relationship between multiple intelligences and reading proficiency of ir...James Cook University
Hajhashemi, K., Akef, K., & Anderson, N. (2012). The Relationship between Multiple Intelligences and Reading Proficiency of Iranian EFL Students. World Applied Science Journal (WASJ) 19(10), 1475-1483.
Abstract: The purpose of this study was to examine the relationship between multiple intelligences (MI) and reading proficiency of Iranian EFL pre-university students and to look into the role that gender plays. To find out the relationships among the naturally occurring variables, the researcher employed a descriptive and ex post facto design. The participants were 128 randomly selected pre-university students. The researcher utilized three instruments, namely: 1) a demographic questionnaire; 2) the Persian version of Mckenzie’s MI Inventory; and 3) a standardized reading proficiency test retrieved from paper-based TOEFL® tests. Analyzing the data using t-test, it was found that there was a statistically significant difference in the mean of musical-rhythmic intelligence scores of the low achievers and the high achievers which was positive and stronger among the low achievers. Accordingly, it seems that the high achievers may have lower musical intelligence, which also indicates that better readers may be less intelligent ‘musically’. A statistically significant difference was also found between the mean bodily-kinesthetic intelligence scores of the two genders which was positive and stronger among the females. No significant difference was found between the male and female students in their reading proficiency scores.
the relationship of multiple intelligenceMaira Jaffri
This study investigated the relationship between multiple intelligence, effective study skills, and academic achievement among university students. 250 students from 4 universities participated. The study assessed students' multiple intelligences using Gardner's inventory, study skills using Congos' inventory, and academic achievement via prior semester grades. Results found a positive relationship between multiple intelligence, study skills, and academic achievement. Students at private universities had stronger study skills and achievement than public university students. The research suggests university environments should support developing students' intelligence and skills to enhance learning and performance.
A validation study of the persian version of mckenzie's (1999) multiple intel...James Cook University
Hajhashemi, K., & Wong, B. E. (2010). A Validation Study of the Persian Version of Mckenzie's (1999) Multiple Intelligences Inventory to Measure MI Profiles of Pre-University Students. Pertanika Journal of Social Sciences & Humanities (JSSH), 18(2), 343-355.
This document summarizes a study that explored the multiple intelligences of 90 community college students enrolled in online courses. The study used a survey based on Gardner's theory of multiple intelligences to assess students' linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligences. The study provides an overall profile of students' multiple intelligences and compares profiles between males and females, different majors, and course types. The study aims to address the lack of research on multiple intelligences in higher education.
This document summarizes a study that investigated the relationship between students' gender and intelligence types, the relationship between intelligence types and students' success in English grammar, listening and writing, and the relationship between parental education and students' intelligence types. 144 preparatory students participated and data was collected using a multiple intelligences inventory. The analysis found no significant gender differences in intelligence types except for a positive relationship between gender and linguistic intelligence. There were negative relationships between success in grammar and bodily-kinesthetic, spatial and intrapersonal intelligences, while a positive relationship was found between musical intelligence and writing ability. No relationship was found between parental education and students' intelligence types.
‘A PERSISTENT SOURCE OF DISQUIET’28: AN INVESTIGATION OF THE CULTURAL CAPITAL...ijejournal
This paper discusses the findings of a cultural content analysis conducted on the reading component of
twenty IELTS exams. A total of sixty reading passages were examined for cultural capital. The study found
that, on average, one reading test contained fourteen cultural references in terms of a variety of cultural
elements including cultural objects and historical settings. Geographically speaking, the readings referred
to 139 places or regions around the world with only five references pertaining to the Middle East and none
to the United Arab Emirates where this study was conducted.
Howard Gardner proposed eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document discusses how schools are using Gardner's theory of multiple intelligences to teach students individually based on their strengths, with teachers getting to know each student's learning preferences. Gardner also identified three approaches to understanding: observational, confrontational, and systematic.
Howard Gardner proposed eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document discusses that a person's abilities in one area do not predict strengths in other areas. It also mentions that some elementary schools are using Gardner's theory of multiple intelligences successfully by tailoring education to individual students' strengths. Gardner identified three approaches to learning: observational, confrontational, and systematic.
The relationship between multiple intelligences and reading proficiency of ir...James Cook University
Hajhashemi, K., Akef, K., & Anderson, N. (2012). The Relationship between Multiple Intelligences and Reading Proficiency of Iranian EFL Students. World Applied Science Journal (WASJ) 19(10), 1475-1483.
Abstract: The purpose of this study was to examine the relationship between multiple intelligences (MI) and reading proficiency of Iranian EFL pre-university students and to look into the role that gender plays. To find out the relationships among the naturally occurring variables, the researcher employed a descriptive and ex post facto design. The participants were 128 randomly selected pre-university students. The researcher utilized three instruments, namely: 1) a demographic questionnaire; 2) the Persian version of Mckenzie’s MI Inventory; and 3) a standardized reading proficiency test retrieved from paper-based TOEFL® tests. Analyzing the data using t-test, it was found that there was a statistically significant difference in the mean of musical-rhythmic intelligence scores of the low achievers and the high achievers which was positive and stronger among the low achievers. Accordingly, it seems that the high achievers may have lower musical intelligence, which also indicates that better readers may be less intelligent ‘musically’. A statistically significant difference was also found between the mean bodily-kinesthetic intelligence scores of the two genders which was positive and stronger among the females. No significant difference was found between the male and female students in their reading proficiency scores.
the relationship of multiple intelligenceMaira Jaffri
This study investigated the relationship between multiple intelligence, effective study skills, and academic achievement among university students. 250 students from 4 universities participated. The study assessed students' multiple intelligences using Gardner's inventory, study skills using Congos' inventory, and academic achievement via prior semester grades. Results found a positive relationship between multiple intelligence, study skills, and academic achievement. Students at private universities had stronger study skills and achievement than public university students. The research suggests university environments should support developing students' intelligence and skills to enhance learning and performance.
A validation study of the persian version of mckenzie's (1999) multiple intel...James Cook University
Hajhashemi, K., & Wong, B. E. (2010). A Validation Study of the Persian Version of Mckenzie's (1999) Multiple Intelligences Inventory to Measure MI Profiles of Pre-University Students. Pertanika Journal of Social Sciences & Humanities (JSSH), 18(2), 343-355.
This document summarizes a study that explored the multiple intelligences of 90 community college students enrolled in online courses. The study used a survey based on Gardner's theory of multiple intelligences to assess students' linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligences. The study provides an overall profile of students' multiple intelligences and compares profiles between males and females, different majors, and course types. The study aims to address the lack of research on multiple intelligences in higher education.
This document summarizes a study that investigated the relationship between students' gender and intelligence types, the relationship between intelligence types and students' success in English grammar, listening and writing, and the relationship between parental education and students' intelligence types. 144 preparatory students participated and data was collected using a multiple intelligences inventory. The analysis found no significant gender differences in intelligence types except for a positive relationship between gender and linguistic intelligence. There were negative relationships between success in grammar and bodily-kinesthetic, spatial and intrapersonal intelligences, while a positive relationship was found between musical intelligence and writing ability. No relationship was found between parental education and students' intelligence types.
‘A PERSISTENT SOURCE OF DISQUIET’28: AN INVESTIGATION OF THE CULTURAL CAPITAL...ijejournal
This paper discusses the findings of a cultural content analysis conducted on the reading component of
twenty IELTS exams. A total of sixty reading passages were examined for cultural capital. The study found
that, on average, one reading test contained fourteen cultural references in terms of a variety of cultural
elements including cultural objects and historical settings. Geographically speaking, the readings referred
to 139 places or regions around the world with only five references pertaining to the Middle East and none
to the United Arab Emirates where this study was conducted.
Howard Gardner proposed eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document discusses how schools are using Gardner's theory of multiple intelligences to teach students individually based on their strengths, with teachers getting to know each student's learning preferences. Gardner also identified three approaches to understanding: observational, confrontational, and systematic.
Howard Gardner proposed eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document discusses that a person's abilities in one area do not predict strengths in other areas. It also mentions that some elementary schools are using Gardner's theory of multiple intelligences successfully by tailoring education to individual students' strengths. Gardner identified three approaches to learning: observational, confrontational, and systematic.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
A Study of Personality and Emotional Intelligence of Hindi and English Medium...ijtsrd
Present study reports the impact of personality traits and emotional intelligence on Hindi and English medium students. The study was conducted on 110 higher secondary school students located in Indore city in Madhya Pradesh.In present system of education in India as well in globe, is putting the future of pupils in a raise where everyone would be searching for a path of success with low efforts. But then we would be in the struggle of dissemination of sweetness and light to develop his personality with an apt balance of emotional intelligence and competence. The students play no active role in the attainment of knowledge. His entire education is becoming passive and mechanical. Things are loaded on his mind which he cannot digest without strong emotional intelligence, he only crams and therefore they never become his own, which at the end puts him in the struggle for his academic achievement.To bring the pupils in the certainty of successful academic achievement it is highly important to develop their personality with emotional intelligence including stress handling instinct. It would not only make them competent but also able to analyze the reasons of failure. Dr. Inderjeet Singh Bhatia "A Study of Personality and Emotional Intelligence of Hindi and English Medium Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd43616.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/43616/a-study-of-personality-and-emotional-intelligence-of-hindi-and-english-medium-students/dr-inderjeet-singh-bhatia
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study is the psychological reliability, its’ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
This article explores students' perspectives on politeness in the classroom at the State University of Makassar. The researcher distributed an open-ended questionnaire to 20 students to collect data on their views. The students saw politeness as important for several reasons: it helps create an effective learning environment; it is part of developing good character; and it motivates learning. They also felt teachers should model politeness as it makes students more comfortable. However, some students felt some teachers acted impolitely by getting angry if students did not do homework or understand lessons. Overall, the study provides insight into how students view politeness in the classroom and its role in effective teaching.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
The document discusses a study that examined the effect of medium of instruction (English vs native Odia language) on the development of cognitive processes in children in India. 80 children in 4th and 6th grade were given tests of planning, attention, simultaneous and successive processing. Results showed higher performance for English medium children on most measures. Cognitive processes improved with age/grade. The lone exception was an attention test where Odia medium children performed better, possibly due to less automatic word reading interfering. Overall, the study found that using a non-native language as the medium of instruction facilitated cognitive development compared to the native language.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
Reading fluency as an indicator of reading comprehensionmizzyatie14
This document summarizes a study that examined the relationship between fourth grade students' reading habits/situations and their reading comprehension. The study found:
1) There was a positive relationship between students' prosody skills (expression and intonation when reading aloud) and their performance on tests measuring deep understanding and blank completion.
2) Students' reading speed correlated with their scores on tests of deep understanding.
3) The number of mistakes students made when reading correlated negatively with their performance on multiple choice, blank completion, and short answer tests.
4) Reading fluency skills (especially prosody) were better predictors of students' performance on tests of deep understanding, accounting for 76% of the
This document discusses a study that investigated the relationship between multiple intelligences, self-efficacy, and academic achievement in gifted and regular Saudi female intermediate students. The study used three instruments to assess students' multiple intelligences, self-efficacy, and English language achievement. Results showed that interpersonal intelligence was the most preferred among both gifted and regular students, while musical intelligence was the least preferred. Differences were found in the order of other intelligence preferences between the two groups. Certain multiple intelligences correlated with achievement in specific English language skills and aspects for both groups. However, self-efficacy did not correlate with overall language achievement, though it was found to be a predictor of success. The study recommends that teachers support students' varied
This document provides an introduction and literature review on reading comprehension of various text types (narrative, descriptive, expository, argumentative) in children with and without hearing impairments in inclusive schools. It outlines the objectives to ascertain achievement in reading comprehension of each text type and compare achievement across groups. It proposes that narrative and descriptive texts will be most beneficial for hearing impaired children and describes the methodology which will use a researcher-made test tool and t-test analysis on two groups of 7th grade students from Mumbai inclusive schools. The significance of the study is to help enhance reading comprehension for hearing impaired children.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The book reviews So Each May Learn: Integrating Learning Styles and Multiple Intelligences by Harvey Silver, Richard Strong, and Matthew Perini. It summarizes the key points of the book, including how it combines Howard Gardner's theory of multiple intelligences with Carl Jung's four dimensions of personality and learning styles. The book shows teachers how to integrate these concepts into their classrooms to improve student learning through varied instructional techniques. It also profiles the authors and their experience in education and curriculum development.
The Correlation of Reading Comprehension Ability of Persian and English Langu...inventionjournals
This study investigated the relationship between the reading comprehension abilities in Persian (L1) and English (L2) of 109 Iranian EFL learners at intermediate proficiency levels. The participants completed standardized reading comprehension tests in both languages. Statistical analysis found no significant correlation between the learners' scores on the Persian and English tests. This suggests there is no significant relationship between the learners' reading comprehension abilities in their first and second languages. The study aimed to provide insight into how L1 abilities may or may not transfer to L2 reading comprehension to help inform EFL teaching practices.
Multiple intelligences theory proposes that there are at least eight types of intelligence rather than just a single general intelligence. The eight types are linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial, musical, interpersonal, intrapersonal, and naturalistic. Teachers can incorporate activities to engage students with different intelligences such as having musically intelligent students create songs to learn concepts or visually intelligent students create diagrams. While some question its scientific validity, multiple intelligences theory provides a framework for teachers to reach more students through varied activities that play to their strengths.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
University of Sfax, Tunisia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The document discusses using a "third method" approach to identifying specific learning disabilities (SLD) that integrates data from response to intervention (RTI) with cognitive assessment, as tier II interventions alone may not meet the needs of all students with SLD. It argues that a comprehensive evaluation including cognitive assessment is necessary for tier II nonresponders to identify cognitive strengths and weaknesses, allow for differential diagnosis, and guide targeted intervention selection. The "third method" evaluates for discrepancies between cognitive strengths and academic or cognitive weaknesses based on cognitive constructs from the Cattell-Horn-Carroll theory.
describes the popular tests of intelligence, aptitude and personality and its types. Elaborates the types of intelligence, aptitude and personality and how to clinically assess them
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
OpenStreetMap (OSM) is a collaborative project to create a free editable map of the world, driven by restrictions on commercial maps and the rise of GPS devices. The document provides instructions on how to sign up for an OSM account and then edit the map by adding information like labeling a new supermarket and describing the changes. OSM is inspired by Wikipedia and allows volunteers to collectively build and maintain an open map.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
A Study of Personality and Emotional Intelligence of Hindi and English Medium...ijtsrd
Present study reports the impact of personality traits and emotional intelligence on Hindi and English medium students. The study was conducted on 110 higher secondary school students located in Indore city in Madhya Pradesh.In present system of education in India as well in globe, is putting the future of pupils in a raise where everyone would be searching for a path of success with low efforts. But then we would be in the struggle of dissemination of sweetness and light to develop his personality with an apt balance of emotional intelligence and competence. The students play no active role in the attainment of knowledge. His entire education is becoming passive and mechanical. Things are loaded on his mind which he cannot digest without strong emotional intelligence, he only crams and therefore they never become his own, which at the end puts him in the struggle for his academic achievement.To bring the pupils in the certainty of successful academic achievement it is highly important to develop their personality with emotional intelligence including stress handling instinct. It would not only make them competent but also able to analyze the reasons of failure. Dr. Inderjeet Singh Bhatia "A Study of Personality and Emotional Intelligence of Hindi and English Medium Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd43616.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/43616/a-study-of-personality-and-emotional-intelligence-of-hindi-and-english-medium-students/dr-inderjeet-singh-bhatia
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study is the psychological reliability, its’ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
This article explores students' perspectives on politeness in the classroom at the State University of Makassar. The researcher distributed an open-ended questionnaire to 20 students to collect data on their views. The students saw politeness as important for several reasons: it helps create an effective learning environment; it is part of developing good character; and it motivates learning. They also felt teachers should model politeness as it makes students more comfortable. However, some students felt some teachers acted impolitely by getting angry if students did not do homework or understand lessons. Overall, the study provides insight into how students view politeness in the classroom and its role in effective teaching.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
The document discusses a study that examined the effect of medium of instruction (English vs native Odia language) on the development of cognitive processes in children in India. 80 children in 4th and 6th grade were given tests of planning, attention, simultaneous and successive processing. Results showed higher performance for English medium children on most measures. Cognitive processes improved with age/grade. The lone exception was an attention test where Odia medium children performed better, possibly due to less automatic word reading interfering. Overall, the study found that using a non-native language as the medium of instruction facilitated cognitive development compared to the native language.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
Reading fluency as an indicator of reading comprehensionmizzyatie14
This document summarizes a study that examined the relationship between fourth grade students' reading habits/situations and their reading comprehension. The study found:
1) There was a positive relationship between students' prosody skills (expression and intonation when reading aloud) and their performance on tests measuring deep understanding and blank completion.
2) Students' reading speed correlated with their scores on tests of deep understanding.
3) The number of mistakes students made when reading correlated negatively with their performance on multiple choice, blank completion, and short answer tests.
4) Reading fluency skills (especially prosody) were better predictors of students' performance on tests of deep understanding, accounting for 76% of the
This document discusses a study that investigated the relationship between multiple intelligences, self-efficacy, and academic achievement in gifted and regular Saudi female intermediate students. The study used three instruments to assess students' multiple intelligences, self-efficacy, and English language achievement. Results showed that interpersonal intelligence was the most preferred among both gifted and regular students, while musical intelligence was the least preferred. Differences were found in the order of other intelligence preferences between the two groups. Certain multiple intelligences correlated with achievement in specific English language skills and aspects for both groups. However, self-efficacy did not correlate with overall language achievement, though it was found to be a predictor of success. The study recommends that teachers support students' varied
This document provides an introduction and literature review on reading comprehension of various text types (narrative, descriptive, expository, argumentative) in children with and without hearing impairments in inclusive schools. It outlines the objectives to ascertain achievement in reading comprehension of each text type and compare achievement across groups. It proposes that narrative and descriptive texts will be most beneficial for hearing impaired children and describes the methodology which will use a researcher-made test tool and t-test analysis on two groups of 7th grade students from Mumbai inclusive schools. The significance of the study is to help enhance reading comprehension for hearing impaired children.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The book reviews So Each May Learn: Integrating Learning Styles and Multiple Intelligences by Harvey Silver, Richard Strong, and Matthew Perini. It summarizes the key points of the book, including how it combines Howard Gardner's theory of multiple intelligences with Carl Jung's four dimensions of personality and learning styles. The book shows teachers how to integrate these concepts into their classrooms to improve student learning through varied instructional techniques. It also profiles the authors and their experience in education and curriculum development.
The Correlation of Reading Comprehension Ability of Persian and English Langu...inventionjournals
This study investigated the relationship between the reading comprehension abilities in Persian (L1) and English (L2) of 109 Iranian EFL learners at intermediate proficiency levels. The participants completed standardized reading comprehension tests in both languages. Statistical analysis found no significant correlation between the learners' scores on the Persian and English tests. This suggests there is no significant relationship between the learners' reading comprehension abilities in their first and second languages. The study aimed to provide insight into how L1 abilities may or may not transfer to L2 reading comprehension to help inform EFL teaching practices.
Multiple intelligences theory proposes that there are at least eight types of intelligence rather than just a single general intelligence. The eight types are linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial, musical, interpersonal, intrapersonal, and naturalistic. Teachers can incorporate activities to engage students with different intelligences such as having musically intelligent students create songs to learn concepts or visually intelligent students create diagrams. While some question its scientific validity, multiple intelligences theory provides a framework for teachers to reach more students through varied activities that play to their strengths.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
University of Sfax, Tunisia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The document discusses using a "third method" approach to identifying specific learning disabilities (SLD) that integrates data from response to intervention (RTI) with cognitive assessment, as tier II interventions alone may not meet the needs of all students with SLD. It argues that a comprehensive evaluation including cognitive assessment is necessary for tier II nonresponders to identify cognitive strengths and weaknesses, allow for differential diagnosis, and guide targeted intervention selection. The "third method" evaluates for discrepancies between cognitive strengths and academic or cognitive weaknesses based on cognitive constructs from the Cattell-Horn-Carroll theory.
describes the popular tests of intelligence, aptitude and personality and its types. Elaborates the types of intelligence, aptitude and personality and how to clinically assess them
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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Shakaramia, A., Khajeheia, H., & Hajhashemi, K. (2013). Digital Self-Efficacy and Language Learning Enhancement in an Online Setting. Journal of Basic and Applied Scientific Research (JBASR), 3(11), 80-84.
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Time perspective, hope, and learning strategy among rural australian universi...James Cook University
Ganzer, J., Caltabiano, N. J., & Hajhashemi, K. (2015). Time Perspective, Hope, and Learning Strategy among Rural Australian University Students. British Journal of Education, Society & Behavioural Science, 10(4). doi: 10.9734/BJESBS/2015/19449
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Relations between language learning strategies, language proficiency and mult...James Cook University
Hajhashemi, K., Shakarami, A., Anderson, N., Yazdi-Amirkhiz, S. Y., & Zou, W. (2013). Relations between Language Learning Strategies, Language Proficiency and Multiple Intelligences. Academic Research International, 4(6), 418-429.
Abstract: The theory of multiple intelligences (MI) developed by Gardner, proposes at least nine different human intelligences that are distinct and relatively autonomous human intelligences through which people learn. It has been theorized that knowing our MI profile assists us to learn and use this awareness to obtain necessary information and knowledge from a lesson. Characterizing learners’ personal MI profiles thus may enhance learning. Language learners’ learning process, on the other hand, can be facilitated through the use of language learning strategies, particularly if the strategies have been explicitly developed by instructors who possess knowledge about individuals’ learning styles. This paper presents data from an exploratory study to investigate any possible relationship between ESL students’ MI profiles and their use of language learning strategies and hence their proficiency level, as measured by the MUET (Malaysian University English Test).
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The document discusses a study that examined the relationship between language proficiency in English and Howard Gardner's theory of multiple intelligences among 278 Iranian PhD candidates. The study found no significant relationship between overall language proficiency and combinations of intelligences. It also found no significant differences between males and females in terms of language proficiency or intelligence types. No single intelligence type was found to predict language proficiency. The results suggest there is no clear relationship between multiple intelligences and English language proficiency in this context.
The relationship between iranian efl high school students’ multiple intellige...James Cook University
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Mutiple intelligence presentation by asmaRaja Khaqan
The document discusses Howard Gardner's theory of multiple intelligences. It begins by explaining that traditional views of intelligence are limited but Gardner proposes that there are eight different types of intelligence that account for a broader range of human potential. These include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The study aims to understand how the theory of multiple intelligences can help foreign language teachers address the different linguistic and cognitive backgrounds of students in the classroom. It also discusses implications and applications of MI for improving foreign language teaching and learning.
Whole Language, Multiple Intelligence, and Beyond MethodDawitDibekulu
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This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
Multiple Intelligence Theory and Foreign Language Learning: A Brain-based Per...Ana María
This document discusses applying Howard Gardner's Multiple Intelligence Theory to foreign language learning from a brain-based perspective. It argues that MIT recognizes individual learner differences and allows for a variety of learning activities to engage different intelligences. Neuroscience supports developing a holistic view of learning that incorporates physical, affective, and cognitive dimensions. While intelligence was traditionally viewed as fixed, MIT sees intelligences as changeable and trainable. Providing meaningful learning activities related to learners' strengths can positively influence motivation by how stimuli are appraised. Exceptional language learners may not have high general intelligence but strong memory, auditory, and linguistic abilities.
Howard Gardner proposed the theory of multiple intelligences, which differentiates intelligence into specific modalities rather than a single general ability. Gardner identified eight intelligences: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. The theory argues that traditional IQ tests only measure some intelligences and that students would benefit from education that engages different modalities.
An Assessment of Social Studies Majors' Whole Brain Learning SystemsReynaldo Inocian
The document discusses research assessing the whole-brain learning systems of social studies majors at Cebu Normal University. It analyzes the students' dominant brain quadrants, multiple intelligences, thinking styles, attitudes towards social studies content, and the teaching methods used. The assessment found consistencies between the students' brain quadrants and intelligences, and identified areas for improving instruction to better develop their whole-brain learning systems.
The document discusses using Howard Gardner's theory of multiple intelligences in mathematics classrooms. It describes the eight types of intelligences and provides two examples of how concepts were taught using different intelligences: 1) Finding the volume of a solid using visual, kinesthetic, interpersonal and intrapersonal approaches. 2) Teaching vector addition using bodily and visual intelligences rather than the traditional algebraic approach. Initial results suggest this improves long-term student comprehension over only using mathematical intelligence. Formal assessment is still needed to fully evaluate the impact of this approach.
Approaches in teaching reading to children with intellectual disability by An...AnthonyOkoye5
The study was conducted to determine the approaches in teaching reading to the students with intellectual disability. Also, this study aimed at discovering the best practices of teachers in teaching functional literacy in terms of instruction and materials production. The researcher utilized the case study of mixed type data. Three teachers of students with intellectual disability (ID) were the subjects of this case study. Data were gathered through interviews and survey questionnaire. The study found out that teachers of students with ID are trained and have acquired units/degree in special education. It was also found out that teachers teach functional literacy in terms of phonological awareness and letter knowledge to students with ID through integral approach which includes the use of flashcards and CDs. Teachers identified students with ID through assessment and evaluation conducted by the teacher and developmental pediatricians. Also, teachers conducted one-on-one reading remedial and sessions to help students with ID cope with the lessons. Teachers found issues and challenges such as not all materials needed are provided by the school; funds are not enough to buy or procure materials; and absenteeism of the students affects the production of the instructional materials because their absences will result to waste of materials prepared and affect the curriculum. Based on the findings, teachers of students with special needs should innovate more interesting strategies or techniques in teaching students with disabilities; and that teachers should collaborate with their guidance officer or concern local agencies officials to update their assessment or evaluation tools in identifying intellectual disabilities among students.
This document discusses Howard Gardner's theory of multiple intelligences and approaches to learning. It identifies seven domains of intelligence: visual-spatial, musical, interpersonal, intrapersonal, logical-mathematical, bodily-kinesthetic, and naturalistic. It also describes three approaches to learning: rote learning which relies on repetition, informal learning from everyday experiences, and non-formal learning through organized activities outside the classroom. The conclusion states that recognizing different types of intelligence allows more students to succeed by playing to their strengths.
Howard Gardner identified seven distinct intelligences based on recent cognitive research. These include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, and intrapersonal intelligence. Gardner argues that individuals differ in the strengths of these intelligences and in how they combine them to solve problems. He challenges traditional education systems that assume all students can learn in the same way and advocates for presenting disciplines in multiple ways and assessing learning through various means to better serve a broad spectrum of students.
Howard Gardner proposed the theory of multiple intelligences which suggests that there are eight or nine distinct types of intelligence rather than a single general intelligence. The types include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and possibly existential intelligences. Gardner argues that MI theory provides a more accurate view of human cognition than the standard view of a single intelligence measured by IQ tests. While MI theory has influenced education, Gardner is cautious about how it is applied and does not see it as a single prescribed approach but rather as a framework to account for individual differences.
Multiple intelligences: Understanding Your StudentsCaleb Warren
This presentation defines and outlines differentiation while addressing criticisms and classroom strategies within the context of research and a biblical worldview.
11.the theoretician and the practitioner represent a language community or it...Alexander Decker
This document discusses the relationship between theory and practice in linguistics and language teaching. It presents the results of a study examining attitudes towards theory and practice among 100 students at Assiut University in Egypt.
The study found strong differences in how students responded to questions about theory and practice. For most questions, a majority of students agreed or strongly agreed that theorists and practitioners can represent a language community and its knowledge. This supports the idea that there is a close relationship between theory and practice.
The document reviews related literature on the topics of fieldwork linguistics, language learning, and the application of theoretical linguistics. It concludes that both theory and practice play integrated and important roles in applied linguistics and representing a language.
Similar to MI as a predictor of students’ performance in reading competency (20)
Compensation still matters: language learning strategies in the third millenn...James Cook University
Digital media play enormous roles in much of the learning, communication, socializing and ways of working of “Net-Generation” learners who are growing up in a wired world. Living in this digital era may require different ways of communicating, thinking, approaching learning, prioritizing strategies, interpersonally communicating, and possibly developing compensatory techniques for information gaps among other categories of Language Learning Strategies. The Net-Geners therefore, need new skills and new strategies to perform successfully as learners and workers. This study uses a mixed-methods approach that includes concurrent quantitative and qualitative data (i) to identify the Net-Generation learner’s strategy preferences based on the “Strategies Inventory for Language Learning” (SILL) categories currently considered the most comprehensive strategy inventory and (ii) to identify possible emergent compensation strategies among Net-Geners as a comprehensive study of the strategies used by the Net-Geners is clearly beyond the scope of this article. The results indicate that compensation strategies have undergone a number of modifications and are used differently by the Net-Geners in order to compensate their knowledge gap and help enhance their ESL learning.
Students’ perceptions and experiences towards the educational value of online...James Cook University
Hajhashemi, K., Caltabiano, N., & Anderson, N. (2016). Students’ perceptions and experiences towards the educational value of online videos. Australian Educational Computing, 31(2), 1-17.
Digital discourse markers in an ESL learning setting: The case of socialisati...James Cook University
Shakarami, A., Hajhashemi, K., & Caltabiano, N. (2016). International Journal of Instruction, 9(2), 167-182. doi: 10.12973/iji.2016.9212a
Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as „linking words‟, „linking phrases‟, or „sentence connectors‟ to bind together pieces of a text like „glue‟. The objective of the study is to ascertain the discourse markers employed in synchronous online interactions and networking through constant comparison of discourse markers used in the discussion forums (DF) with the discourse markers already reported in the literature. The study maintains discourse markers (DMs) used in the formal written discourse in order to identify any probable pragmatic, or discoursal level differences in the DMs used in the two modes of writing (formal writing and typing in online communication). The findings indicate that the written language that students use in their electronic posts is to a great extent similar to that of the process view of writing. Specifically, the written language used in a digital socialisation forum is at times, monitored, reviewed, revised, and corrected by the students themselves and their peers.
Parental stress, affective symptoms and marital satisfaction in parents of ch...James Cook University
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Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
A brief review of theoretical underpinning, definitions and typical configura...James Cook University
Yazdi Amirkhiz, S. Y., Kamariah, A. B., Roselan, B., Arshad, A. S., & Hajhashemi, K. (2012). A brief review of theoretical underpinning, definitions and typical configurations of collaborative writing. International Journal of Applied Linguistics & English Literature, 1(4), 197-204.
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MI as a predictor of students’ performance in reading competency
1. www.ccsenet.org/elt English Language Teaching Vol. 5, No. 3; March 2012
MI as a Predictor of Students’ Performance in Reading Competency
Karim Hajhashemi (Corresponding author)
School of Education
James Cook University, Australia
E-mail: omidhajhashemi@gmail.com
Wong Bee Eng
Department of English Language, Faculty of Modern Languages and Communication
Universiti Putra Malaysia, 43400, Serdang, Selangor, Malaysia
E-mail: bee@fbmk.upm.edu.my
Received: January 21, 2012 Accepted: February 9, 2012 Published: March 1, 2012
doi:10.5539/elt.v5n3p240 URL: http://dx.doi.org/10.5539/elt.v5n3p240
Abstract
The purpose of this study was to examine whether performance in MI could predict the performance in reading
competency. The other objectives were to identify the components of MI which are correlated with the reading test
scores, and to determine the relationship between the multiple intelligences and reading proficiency. A descriptive
and ex post facto design was employed to ascertain relationships among the variables. The participants were 128
randomly chosen pre-university students (grade12, 18-19 years old) of both genders studying in Tehran in the
academic year 2008-2009. Three instruments were utilized in this study: 1) a demographic questionnaire; 2) the
Persian version of Mckenzie’s MI Inventory; and 3) a standardized reading proficiency test which was selected from
retrieved paper-based TOEFL® tests. Results of the correlation analysis revealed no significant relationship between
the two variables of MI and reading scores of the students. Furthermore, the results of the correlation analysis
revealed that there was a low significant, negative relationship between musical-rhythmic intelligence and reading
which suggests that when the reading score of a student increases, musical-rhythmic intelligence of the same student
decreases and vice versa. Overall, three categories of MI (musical-rhythmic, verbal-linguistic, bodily-kinesthetic)
were found to be predictive of reading proficiency.
Keywords: Multiple intelligences theory, Reading proficiency, EFL pre-university students
1. Introduction
Traditionally intelligence is defined in terms of intelligence quotient (IQ) which designates the ratio between mental
age and chronological age. In this view, the abilities of the individuals are measured via their verbal-linguistic and
logical-mathematical intelligences while the other intelligences (e.g. musical-rhythmic, interpersonal, and
visual-spatial intelligences) are not considered. Along with such a one-dimensional view of assessing the people’s
minds, comes a corresponding view of school which is called “uniform view” (Gardner, 1993, p. 6, 2006a, p. 48).
Gardner considers the “uniform school” as the ones having a core curriculum, “a set of facts that all the individuals
should know and very few electives” (1993, p. 6, 2006a, p. 48). In these schools, the better students (those with
higher IQs) are allowed to take courses that invoke critical reading, calculation and thinking skills and are the
consumers of paper and pencil instruments such as IQ tests or SAT (the Scholastic Aptitude Test) accordingly.
According to the results of such tests, the individuals will be ranked and the best and the brightest ones get into the
better colleges.
Gardner (1993, p. 6, 2006a, p. 48) also claims that there is no question that this approach works well for certain
people. Accordingly he mentions that there is another vision which is based on a radically different view of the mind
and yields a very different view of school. Therefore, he introduces a pluralistic view of mind which can recognize
different facets of cognition and acknowledging the people who have different cognitive strengths and contrastive
cognitive styles. He then moves further and introduces the concept of an individual-centered school which takes
such a multifaceted view of intelligence seriously. The models of these schools are based in part on the finding from
cognitive science and neuro-science. Since then, Gardner calls this approach the theory of MI. To Gardner,
intelligence is “the ability to solve problems or to fashion products that are valued in one or more cultural settings”
240 ISSN 1916-4742 E-ISSN 1916-4750
2. www.ccsenet.org/elt English Language Teaching Vol. 5, No. 3; March 2012
(1993, p. 15, 2006a, p. 48).
Thus, the traditional view of intelligence which includes verbal-linguistic and logical-mathematical intelligences is
expanded into the theory of MI. According to the theory of MI, all human beings possess at least nine different
intelligences which are the initial representative of different ways of our learning (Gardner, 1983). He further
argues that all human beings possess a number of discrete intelligences which manifest themselves in different skills
and abilities. These intelligences are applied by all human beings to solve problems, invent processes, and, create
things. Gardner (1983, pp. 62-67) used eight criteria to identify the seven types of intelligence:
potential isolation by brain damage,
the existence of idiot savants, prodigies, and other exceptional individuals,
an identifiable core operation or set of operations,
a distinctive developmental history, along with a definable set of expert end-state performances,
support from psychometric findings,
an evolutionary history and evolutionary plausibility,
susceptibility to encoding in a symbol system, and
support from experimental psychological tasks.
Using these criteria, Gardner (1983) proposed his initial list of seven intelligences and since then added two more to
the list (1995, 1999a, 1999b). To Gardner, the classification of the nine intelligences is a preliminary list and each
form of intelligence can be subdivided, or the list can be rearranged. His MI classification is verbal-linguistic,
logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, naturalist,
and existential. Giles et al. (2003) believe that the intelligences introduced by Gardner enable the individual’s ability
to “solve problems, create products or provide services that are valued within a culture or society”. To Gardner, the
purpose of school should be “to develop intelligences and to help people reach vocational and avocational goals
which are appropriate to their particular spectrum of intelligences” (1993, p. 9, 2006a, p. 50). Therefore, people
would feel more engaged, competent, and more inclined to serve the society in a constructive way. Hence, he
proposes two assumptions to designate his ideal school of the future; that is not all people have the same interests
and abilities; not all of us learn in the same way, and nowadays no one person can learn everything there is to learn
(1993, p. 11).Various types of intelligence are briefly described in the following.
Verbal-linguistic intelligence- this intelligence involves the ability to use language in an effective and innovative
way. Weber (2005, p. 4) defines verbal-linguistic intelligence as speaking, poetic or journalistic ability, sensitivity to
the sounds, rhythms, and meanings of words, as well as understanding different functions of language. This kind of
ability exhibits itself in its fullest form by poets (Gardner, 1993, p. 8).
Logical-mathematical intelligence- it refers to the logical, mathematical and also the scientific ability of a person.
Such ability consists of discovering models and deductive reasoning as well as thinking rationally. It also means
showing great strength in solving problems.
Visual-spatial intelligence- visual-spatial intelligence involves the ability to form mental models of the world and
the ability to perceive the visual-spatial world accurately. Visual-spatial intelligence is defined by Gardner (1983) as
the ability to perceive a form or an object which can be developed even in individuals who are blind and have no
direct access to the visual world.
Musical-rhythmic intelligence- Weber (2005, p. 4) defines this intelligence as the ability to compose music and
play an instrument; the ability to produce and appreciate rhythm, pitch, and timbre; and the appreciation of various
forms of musical expressiveness. Those who have a good ear for music can be considered to have this intelligence.
Bodily-kinesthetic intelligence- this intelligence includes the ability to dance and engage in athletics, the ability to
control one’s body movements, and the ability to handle objects skillfully (Weber, 2005, p. 4). Gardner (1983, p. 206)
considers this intelligence as the ability to use one’s body in highly differentiated and skilled ways, for expressive as
well as goal-directed purposes. Those who have a well-coordinated body are good at this intelligence.
Interpersonal intelligence- according to Gardner (1993, p. 9), this intelligence is the ability to understand other
people: what motivates them, how they work and how to work cooperatively with them. Those who have the ability
to work well with others are good in this way.
Intrapersonal intelligence- it entails the ability to understand and construct an accurate perception of one-self and
apply one’s talent in a successful way, which leads to happy and well-adjusted people in all areas of life (Richards &
Rodgers, 2001, p. 116).
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Naturalist intelligence-Naturalist intelligence, added to the list in 1995, is the ability to understand nature and draw
on patterns and design and categorize them in order to solve real-world problems. Evidence for such intelligence
among those with it is their ability to observe, understand, and organize the patterns which can be found in nature.
These people enjoy spending much time outdoors.
Existential intelligence- Gardner added existential intelligence to his earlier list of eight in 1999. As such, this form
of intelligence is still under consideration (see e.g. Armstrong, 2009; Gardner, 1999a, 1999b, 2006b; Nevin, Villa, &
Thousand, 2009; Viens & Kallenbach, 2004). Existential intelligence is introduced as the intelligence of
understanding in a large context or big picture. This intelligence seeks connections to real world understandings and
applications of new learning. Therefore, people who question the meaning of the life are in this camp.
2. The Relationship between Reading and Multiple Intelligences
Reading which is the most complex form of information processing is a cognitive process, centered in the brain and
involves processes that the brain utilizes in mental activities such as paying attention to something, remembering a
number, and forgetting an important call (Koda & Zehler, 2008 ; Millar, 1997; Taylor, Harris, Pearson, & Garcia,
1995; Wood & Taylor, 2006). It is regarded as a language process that is closely linked to other language processes
(speaking, writing, and listening) that we acquire. Reading is a human trait that schools of psychology try to
elaborate on its nature and justify its theoretical stand (Koda & Zehler, 2008 ). The theory of MI has addressed
issues of reading as their crucial concern (Armstrong, 2003; Safi, 1996). However, reading is treated both as a skill
and as knowledge across the literature. Researchers in MI have been specially engaged in reading to scientifically
elaborate on its cognitive aspects (Alarcón & DeFries, 1997; Brooks, Fulker, & DeFries, 1990; W. Johnson,
Bouchard, Segal, & Samuels, 2005).
Cognitive abilities are the reader’s characteristics that influence his/her reading comprehension. Since the
performance of readers with normal cognitive abilities differs slightly, some scholars have related reading to
thinking. For example, Goodman (cited in Sadeghi, 2008) believes that efficient reading results from the interaction
between language and thought while some emphasize on the effect of cognitive strategies and meta-cognitive
knowledge on reading comprehension (A. P. Johnson, 1998; Schoonen, Hulstijn, & Bossers, 1998).
Reading is also compared to ‘a detective act’ in which the reader uses his/her cognitive ability in connecting all the
relevant information to solve the problem (Sadeghi, 2008). Hence, it can be implied that the reader’s comprehension
can be affected by his/her cognitive abilities including intelligence. Accordingly, Taylor et al. (1995, p. 4) state that
reading is centered in the brain involving the whole processes that the brain uses in mental activities (e.g. we
perceive, forget, remember, and so on).
Walker (2004) moves further by saying that “embodied within this text is the strong belief that our strengths lie in
our individual differences” (p. vi). Thus, she mentions that there is a need to nurture these individual differences
within the instructional programs which should be built on the students’ unique strengths. It is also recommended to
use these strengths in order to expand the conceptual knowledge of the students and create intelligent citizens
(Walker, 2004, p. vi). In this regard, Moallem (2002; cited in Brunton, et al., 2006) suggests that considering the
learning styles of each individual and matching them with teaching or instructional style will help the information be
kept longer and make its application more effective. Further, Moallem mentions that such students have “more
positive attitudes towards the subject of the course than those who are subjected to clashes in teaching/learning
styles”.
As a teacher what we know and what we do in the classroom should have significant influence on the thoughts,
achievement and behaviors of the students. Thus, the “teachers must help students use their combination of
intelligences to learn whatever it is they want to learn, as well as what the teachers and society believe they have to
learn” (Finvoc, 2003; cited in Brunton, et al., 2006). The students who are “aware of their most productive mode of
learning meet with greater success in both education and in the workforce than those people who attempt to learn
and work through a mode with which they are incompatible” (Brunton, et al., 2006). Thus, aiding the students to be
self-aware can be facilitated by investigating their prior learning, their learning styles and their multiple intelligences
strengths.
The cognitive competence of the human being is better described in the MI theory in terms of a set of abilities,
talents or mental skills which are called intelligences. The MI theory provides a framework of the students’
dominant styles, preferences and areas of talents. Such knowledge can be used in enhancing the experience of the
learners toward the goal of higher proficiency. By raising students’ awareness of their preferred cognitive modality,
the teacher is raising their interest in learning and helping them gain understanding of what method suits them best.
It is important that students are aware of their weaknesses as well as their strengths. Understanding where effort
needs to be put in is also essential. The ability to control the individual’s cognitive processes has been linked to
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intelligence. For example, Sternberg (cited in Brunton, et al., 2006) calls these processes as being responsible for
“figuring out how to do a particular task or set of tasks and then making sure that the task or set of tasks are done
correctly”.
Since pre-university students in Iran have to pass a one-year course and achieve the Certificate to be qualified to sit
for the highly competitive National Entrance Exam (Konkur) and gain a place at university, they are under enormous
pressure and have to read a lot of subjects. Different types of texts require different ways of reading and so require
different sets of practices. This differentiation challenges the general notion of ‘reading ability’ associated with test
scores used to identify students as ‘proficient’ or ‘struggling’ readers (Bryant, et al., 2000; Charl Nel & Kopper,
2004; Tankersley, 2003; Valencia & Buly, 2004; Vaughn, et al., 2008). Due to the influence of the Konkur on the
future job prospects of students, teachers usually teach students to pass the test. Thus, they concentrate on the skills
required for the test. Based on the studies done in Iranian EFL setting (e.g., Golsorkhi, 2008 [cited in Ghorbani,
2008]; S. M. H. Hosseini, 2007; Jahangard, 2007; Kamyab, 2008; Rahimi, Riazi, & Saif, 2008), the focus of
teachers is merely on the reading skill and they try to improve this skill among the students at the expense of other
skills (listening, writing, and speaking). For example, Jahangard (2007) and Hosseini (2007), state that the Iranian
EFL learners’ aural and oral skills are not considered and emphasized properly in textbooks and learners lack
listening and speaking activities as they are not demanded in the Konkur or the final examinations. In fact, the
Konkur is a paper and pencil test that focuses on reading and ignores other skills. In addition, the items are
multiple-choice in nature.
Consequently, topics and skills in English textbooks are aimed at enhancing students’ reading ability. Achieving an
acceptable level of reading proficiency in English is the main aim of the students. Thus, it is justified that the skill
focused on is the reading skill. And pre-university students were selected for this study because very few such
studies have investigated this group of learners.
This study may provide an initial view of the nature and quality of the students’ multiple intelligences and how they
are related to the students’ reading scores. Thus, the results can be used to make recommendations that may serve to
make educators aware of ways to modify instruction and offer a variety of opportunities for learners in the
classroom. Gardner (1993) states, “only if we expand and reformulate our view of what counts as human intellect
will we be able to devise more appropriate ways of assessing it and more effective ways of educating it” (p. 4).
Understanding the types of intelligence and their impact on learners can greatly assist educators, teachers, trainers,
and instructional designers in their development and implementation of learning materials.
To the researcher’s knowledge, no considerable research has been conducted on this topic in Iran. It is hoped that the
results of this study might provide EFL teachers with insights into how learners actually learn in a classroom setting.
The findings and recommendations can also provide teachers with further insights into factors involved in
determining a MI profile of the Iranian EFL pre-university learners.
3. Aim of the Study
The purpose of this study is to examine whether performance in MI could predict the performance in reading
competency. The other objectives are to identify the components of MI which are correlated with the reading test
scores of the participants, and to determine the relationship between the multiple intelligences and reading
proficiency. The study sought to answer two research questions which are reproduced here for convenience:
1. With regard to multiple intelligences and reading proficiency:
(a) Is there any relationship between multiple intelligences and reading proficiency of Iranian EFL pre-university
students?
(b) Which components of multiple intelligences are correlated with the scores of the standardized reading
proficiency test among Iranian EFL pre-university students?
2. Are the scores on multiple intelligences a good predictor of students’ performance in a standardized reading
proficiency test?
4. Methodology
A descriptive and ex post facto (also called causal-comparative) design was employed to ascertain relationships
among the naturally occurring variables. Gall et al. (2003) suggested a causal-comparative design when natural
categories have been influenced by existing variables. Ary et al. (2009) also suggest that “when an investigation
involves attribute independent variables that the researcher cannot manipulate, he or she must turn to ex post facto
research” (2009, p. 332). According to Ary et al. (2009), the two basic modes of ex post facto research are (1) to
begin with subjects who differ on an independent variable (cause) and try to determine the consequences (effect) of
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these differences, and (2) to begin with subjects who differ on a dependent variable (effect) and try to determine the
antecedents (cause) of this difference. Since the MI differs among the students and is a characteristic that the
subjects have before the study begins, we are going to use the former.
4.1 Participants
The participants for this study were 128 pre-university students (grade 12, 18-19 years old) of both genders (54
males, 74 females) studying in Tehran in the academic year 2008-2009. According to Ary et al. (2009, pp. 157-158),
it is not necessary to study a large number of samples in order to understand the phenomenon under consideration.
The most important characteristic of a sample is its representativeness of the population under study, not its size and
the representativeness should be kept as the major goal in selecting the samples. Sekaran and Bougie (2009) also
suggests that “the more representative of the population the sample is, the more generalizable are the findings of the
research” (p. 266). In this regard, the region was initially selected randomly among different regions of Tehran
Education Organization; then the students were chosen randomly from 2 different high schools in that region.
4.2 Instrument
The instrument utilized in the present study consisted of three parts: 1) a demographic questionnaire- to elicit the
participants’ background information on their academic level, age, gender, education field, and years of studying
English; 2) the Persian version of MI Inventory- in this study, McKenzie’s (1999) questionnaire was used. It
presents 90 statements related to each of the nine intelligences proposed by Gardner (1999a, 1999b). The Persian
version of the MI Inventory was used in this study (Hajhashemi & Wong, 2010); and 3) a standardized reading
proficiency test which was selected from retrieved paper-based TOEFL® tests. The reading comprehension test
consisted of five short passages, each accompanied by 9 to 11 multiple-choice questions. In total, 50 questions were
answered in 55 minutes by each participant.
4.3 Data Collection Procedure
Data collection took place during the summer semester 2008-2009.The process of data collection was done in two
sessions. On the day of data collection, the students were informed about the importance of their role in answering
the questions and their cooperation to follow the detailed instructions. In the first session, both the demographic and
the MI questionnaires were administered which took around 40 minutes. The reading comprehension test was given
to the students one week later and was completed in about 55 minutes.
To assess the students’ MI profile, McKenzie’s MI Inventory was distributed. According to the number of statements
marked by the students, an MI profile for each student was prepared. These profiles represent the strength and
weakness of the students regarding the nine intelligences. The raw scores of the questionnaire were subjected to
descriptive analysis and the results are shown in Table 1. Based on the results indicated in Table 1, the students are
strong on intrapersonal intelligence (M=42.41 out of 50) and weak in interpersonal intelligence (M=34.96). Two
other intelligences which seem to be most highly developed in the Iranian EFL pre-university students are existential
(M=40.95) and musical-rhythmic (M=40.73) intelligences.
[Insert Table 1 Here]
The respondents’ language proficiency was also evaluated by a TOEFL® reading test (see Table 2). As shown in
Table 2, out of the total of 50 marks, the range of the scores is from a minimum of 1 to a maximum of 21. The mean
score for the reading proficiency test is M=10.54 and the standard deviation is SD=5.46. Based on the mean score
and the lowest score obtained by the respondents, it can be seen that they performed rather poorly in the reading
comprehension test. The lowest score is 1. On average, they only managed to score 10.54 for the test which shows
that all of them managed to score less than half of the total marks. Grabe (1991) states that such an observed poor
performance could be due to the difficulty faced by them in answering the standardized reading test, since academic
texts are difficult. Additionally, text level processes, as required for a higher level of text processing, require
additional amount of working memory resources compared with word and sentence level processes (Calvo &
Carreiras, 1993; Daneman & Carpenter, 1980). Therefore, there is probability that the respondents faced difficulties
in the processing the texts as academic tests need a higher level of language ability and thinking skills (McWorther,
1987; Tankersley, 2003).
[Insert Table 2 Here]
According to Ellis (1994), low proficiency may be due to different factors such as beliefs, affective state, learning
styles, aptitude, personality and motivation. Green and Oxford (1995) also state that,
it is important to emphasize that in characterizing some students as less successful we are implying no judgment of
their potential as learners, but are merely referring to the fact that at the time of our study they had not been
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successful learners of English, for any of a number of possible reasons. (p. 269)
5. Results and Discussions
Two research questions were proposed in this study that are addressed in the following.
5.1 Research Question No. 1
The first research question in this study includes two parts. The first part attempts to determine the relationship
between multiple intelligences and reading proficiency of Iranian EFL students. Since cognitive abilities are one of
the characteristics that influence the readers’ reading comprehension and the performance of readers with normal
cognitive abilities differs slightly, some scholars have related reading to thinking (e.g., Goodman, 1970; cited in
Sadeghi, 2008). Moreover, reading is compared to ‘a detective act’ in which the reader uses his/her cognitive ability
in connecting all the relevant information to solve the problem (Rumelhart, 1984, p. 19). Hence, it can be implied
that the reader’s comprehension can be affected by his/her cognitive abilities including intelligence. So, in an
attempt to answer this research question, a Pearson correlation was conducted between the overall MI score of the
students and their reading proficiency score to find out the strength and direction of the linear relationship between
the two variables. For this purpose, the score of the nine categories of MI were added together and then divided by
nine, to have an overall MI score. After that the correlation between the overall MI and reading scores was
calculated, using SPSS version 17. The results are shown in Table 3.
[Insert Table 3 Here]
In Table 3, the result of Pearson product moment correlation, reveals that the correlation between the MI and reading
is r = -.055, n = 128, p>.05. The correlation coefficient r shows no significant relationship between the two variables
of MI and reading score. According to Guilford’s rule of the thumb (Guilford & Furchter, 1978), there is a very high
correlation with a very high dependable relationship between variables when correlation coefficient (r value) is more
than .90; there is a high correlation with a marked relationship when correlation coefficient is between .70-.90;
there is a moderate relationship with a substantial relationship when correlation coefficient is between .40-.70; and
there is a low correlation with a definite but small relationship between variables when correlation coefficient is
between .20-.40; and when the correlation coefficient is less than .20, there is little or negligible relationship
between the variables. Based on Guilford’s rule of the thumb, the relationship of MI and reading scores in the
present study (r<.20) is negligible.
While some studies (Akbari & Hosseini, 2008; Pasha Sharifi, 2008; Pish Ghadam & Moafian, 2008) found that there
is a significant relationship between MI and language proficiency, the result for this study is congruent with recent
studies by Razmjoo (2008) and Motallebzadeh and Manouchehri (2009) who have reported that there is no
significant relationship between language proficiency and intelligences. For example, in their study, Motalebzadeh
and Manouchehri (2009) discovered that there is no relationship between IELTS’ reading scores and multiple
intelligences.
Furthermore, the second part of this research question is to identify the components of MI which are correlated with
the score of reading proficiency test of Iranian EFL students. To attain this research question, another Pearson
product moment correlation was carried out between the reading score of the individuals and each type of
intelligence. The results are shown in Table 4.
[Insert Table 4 Here]
As shown in Table 4, the results of Pearson coefficient determination analysis imply that there was only one
category of MI, musical-rhythmic intelligence, which provided significant contribution for the total variation in the
students’ reading proficiency. There are negative relationship between musical-rhythmic intelligence and reading but
according to Guilford’s rule of the thumb, there is a low significant inverse relationship between reading score and
musical-rhythmic intelligence (r = -.227, n = 128, p<.05) which suggests that when reading score of a student
increases, musical-rhythmic intelligence of the same student decreases and vice versa. This shows that the low
proficiency EFL learners’ reading comprehension performance is related to the musical-rhythmic intelligence.
The findings of the present study (as shown in Table 4) agree with Yeganehfar (2005) who reported a significant
correlation between reading and musical-rhythmic intelligence. Thus, the findings of the study are contrary to the
previous studies (Motallebzadeh & Manouchehri, 2009; Razmjoo, 2008). Previous research (Motallebzadeh &
Manouchehri, 2009) has shown that only logical-mathematical intelligence revealed a significant relationship with
reading comprehension and there was no significant relationship with reading and other types of intelligence. In his
study, Rajmjoo(2008) reported that there is no significant relationship among the types of intelligence and language
proficiency.
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5.2 Research Question No. 2
The second research question of the present study was to find the intelligence type that is the best predictor of
learner’s performance in reading proficiency test. To answer this question, a stepwise multiple regression analysis
was performed on the data with reading score as a criterion variable and the nine categories of MI as predictor
variables. The results of this statistical analysis are presented in Table 5.
[Insert Table 5 Here]
Considering the regression results for the whole sample as presented in Table 5, it can be seen that there were three
categories of MI that seemed to be predictive of reading proficiency. Those significant predictor variables were
musical-rhythmic, verbal-linguistic and bodily-kinesthetic intelligences. The best predictor chosen by the statistic
regression program was musical-rhythmic intelligence which yielded a multiple regression coefficient (R) of .23.The
coefficient of determination R² of musical-rhythmic intelligence showed that this variable by itself contributed 5.2%
of the variance in reading proficiency. The second predictor chosen by the statistic program was verbal-linguistic
intelligence. It was chosen on the basis that it improved the prediction achieved by the first factor, musical-rhythmic
intelligence, where the combination of musical-rhythmic and verbal-linguistic intelligences produced a multiple
correlation coefficient of .29. The coefficient of determination R² of musical-rhythmic and verbal-linguistic
intelligence showed that these variables contributed 8.4% of the variance in reading proficiency. Stepwise multiple
regression analysis continued with the next selection of variable. The statistic program picked up bodily-kinesthetic
intelligence as the third predictor of reading proficiency. With the third predictor, the value of R increased to .37.
The coefficient of determination R² of the variables (musical-rhythmic, verbal-linguistic, and bodily-kinesthetic)
showed that these variables contributed 13.5% of the variance in reading proficiency. The equation of fit model for
this relationship is:
Y= β1(X1) + β2(X2) + β3(X3), where, Y= dependent variable, X= independent variables, X1= musical-rhythmic
intelligence, X2= verbal-linguistic intelligence, X3= bodily-kinesthetic intelligence
When an independent variable gives out a high beta coefficient, it indicates that the variable is highly important in
contributing to the prediction of the criterion variable. Based on the values reported in the table, the highest beta
coefficient was -.34 which derived from musical-rhythmic intelligence. This means that musical-rhythmic
intelligence was the strongest contribution to the overall equation. This variable was followed by verbal-linguistic
intelligence (Beta=.33). Bodily-kinesthetic intelligence has the lowest effect with a beta coefficient of -.26 as
compared to the other two predictors. To conclude, the multiple regression model for reading proficiency in standard
scores units was as follows:
Y= -.34(musical-rhythmic) +.33(verbal-linguistic)-.26(bodily-kinesthetic)
This model suggests that reading proficiency of the students could be significantly enhanced by improving the
musical-rhythmic, verbal-linguistic, and bodily-kinesthetic intelligences. The present findings as shown in Table 5
were quite similar to that of an earlier study by Hashemi (2007). In her study, she collected data from 122 Iranian
students and reported that bodily-kinesthetic and verbal-linguistic intelligences make the greatest contribution
toward predicting reading score. The present findings are contrary to previous studies by Akbari and Hosseini (2008),
Hosseini (2003), Mahdavy (2008), and Razmjoo (2008) which have reported different findings. In his study,
Rajmjoo (2008) mentioned that none of the intelligence types can predict the language proficiency of the EFL
Iranians. Another study by Mahdavy (2008) has reported that TOEFL and IELTS scores can be predicted by
verbal-linguistic intelligence. Akbari and Hosseini (2008) and Hosseini (2003) have also found verbal-linguistic
intelligence as a good predictor of students’ language proficiency.
6. Conclusion
In this study, the major direction was to examine the relationship between multiple intelligences and reading
proficiency of Iranian pre-university students. Thus, an ex post facto design was employed to ascertain relationships
among the naturally occurring variables. No significant relationship was found between the two variables of MI and
reading score. Based on Guilford’s rule of the thumb, the relationship of MI and reading scores in the present study
was found to be negligible (r=-.055). Furthermore, it was revealed that there was a low significant, negative
relationship between musical-rhythmic intelligence and reading (r = -.227) which suggests that when reading score
of a student increases, musical-rhythmic intelligence of the same student decreases and vice versa. This finding
showed that the low proficiency EFL learners’ reading comprehension performance is related to the
musical-rhythmic intelligence. Moreover, three categories of MI were found to be predictive of reading proficiency.
Those significant predictor variables were musical-rhythmic, verbal-linguistic, and bodily-kinesthetic intelligences.
These three variables contributed to 13.5% of the variance in reading proficiency.
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Since the study has focused on reading, other skills (speaking, listening, and writing) will be open for further
investigation. Therefore, it is suggested that more studies can be conducted in relation to MI and different language
skills. Although, the study investigated the relationship between MI and reading with only 128 pre-university
students, in fact, there are so many EFL pre-university students throughout the country. To the researcher’s
knowledge, no research has been conducted on this topic among pre-university students in Iran. In relation to this
fact, it is posited here that, in the local context, more studies can be conducted in different parts of the country to
ascertain if the trends appeared in this study are specific to the surveyed high schools or can be considered
consistent throughout the country. The influence of other factors like culture, educational discipline, academic level,
personality, and other psychological, socio-psychological, and cognitive factors on the relationship between multiple
intelligences and language skills (listening, speaking, reading, and writing) needs to be studied further.
The present research was done utilizing the ex post facto design. The major problem in this research design is with
the natural categories that are influenced by the existing variables (Gall, et al., 2003). Thus, the investigation
involves the independent variables that cannot be manipulated by the researcher. Future research can take advantage
of utilizing different methodological approaches. For instance, it would be beneficial if future research use a larger
sample of participants from a predetermined population who could be randomly assigned into separate groups
(experimental and control groups) in an experimental design.
Moreover, since TOEFL® reading tests were utilized for measuring the proficiency of the respondents, it can be
argued that the results might be different if other reading proficiency tests were administered. Campbell et al. (1992;
cited in Lazear, 2004, p. 141) state that assessing learning should be taken place in natural contexts, familiar
environments, and with tools and activities that enable students to demonstrate their knowledge more effectively
than through decontextualized, standardized approaches. Thus, it would be beneficial if future research use other
sources to obtain information about the learners’ reading proficiency as TOEFL seemed difficult for the students at
that level.
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Table 1. Descriptive Statistics of the MI profiles of the individuals (N=128)
Intelligences Minimum Maximum Mean S.D.
Intrapersonal 30.00 50.00 42.41 3.95
Existential 32.00 48.00 40.95 3.64
Musical-rhythmic 28.00 50.00 40.73 5.86
Naturalist 30.00 50.00 39.72 4.77
Visual-spatial 30.00 50.00 39.52 4.55
Bodily-kinesthetic 28.00 49.00 38.95 5.09
Logical-mathematical 27.00 50.00 38.33 4.62
Verbal-linguistic 24.00 50.00 37.04 5.29
Interpersonal 22.00 45.00 34.96 4.72
Table 2. Descriptive statistics of TOEFL® Reading test
Test N Minimum Maximum Mean S.D.
Reading 128 1.00 21.00 10.54 5.46
Table 3. Pearson Product-Moment Correlation between MI profiles of the Students and their Reading scores
Reading
MI -.055
N= 128, Sig. (2-tailed) =.538
Table 4. Pearson Product-Moment Correlation between MI categories and Reading scores (N= 128)
Reading
Intelligences
r p
Naturalist -.063 .480
Musical-rhythmic -.227** .010
Logical-mathematical -.091 .308
Existential .162 .067
Interpersonal .081 .366
Bodily-kinesthetic -.130 .145
Verbal-linguistic .076 .363
Intrapersonal .016 .857
Visual-spatial -0.62 .486
**. Correlation is significant at the 0.01 level (2-tailed).
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Table 5. Stepwise multiple regression for MI and Reading Scores of the Respondents
Standardized
Adjusted Std. Error of
Model Coefficients T p R R² F Sig.
R² the Estimate
Beta
Musical -.227 -2.621 .010 .227 .052 .044 5.34 6.87 .010*
Musical -.304 -3.266 .001
.290 .084 .069 5.27 5.73 .004*
Verbal .195 2.098 .038
Musical -.336 -3.668 .000
Verbal .330 3.185 .002 .367 .135 .114 5.14 6.45 .000*
Kinesthetic -.258 -2.704 .008
*= significant (p<.05)
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