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ERIC Number: ED444185
Record Type: Non-Journal
Publication Date: 2000-May
Pages: 128
Abstractor: N/A
Reference Count: N/A
Improving Student Achievement in Language Arts through Implementation of Multiple Intelligences Strategies.
Geimer, Mandy; Getz, Jennifer; Pochert, Terry; Pullam, Karen
Student achievement has been low in language arts in Suburban Chicago, Illinois school districts. This action research project was designed to determine the effect of incorporating multiple intelligence strategies into the language arts curriculum. The targeted students were in the second, third, and fifth grades, in a western suburb of Chicago, Illinois. The documentation to prove low achievement included chapter/unit tests and quiz scores, teacher observation of low time on task, limited work completion, state standardized test scores, and other teacher assessments. Upon analyzing the probable causes, it was discovered that reading was the lowest academic area tested on the Illinois Goal Assessment Program (IGAP). Further concern was indicated through teacher observation of student performance. Other factors that impact low student achievement are mobility, lack of teacher training and support in implementing existing curriculum, and teachers not addressing students' various learning styles. After reviewing possible interventions from current literature works, Howard Gardner's theory of multiple intelligences repeatedly appeared as a suggested solution. The selected intervention led to a comparison between traditional methods of teaching and multiple intelligence strategies. Post intervention data indicated a general trend toward an increase in achievement through the use of multiple intelligences strategies. A major increase was seen in students with Individual Education Programs (IEPs) and lower achieving students. An improvement was also noted in homework completion, quality of homework, student time on task, and student enjoyment of activities. (Contains 25 references, and 10 tables and 4 figures of data. Appendixes contain grammar, reading comprehension, and spelling lesson plans [for each grade level and in traditional and multiple intelligence format], the student survey instrument, student assessments, quizzes, and comments from the student survey.) (Author/RS)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois