ERIC Number: ED479204
Record Type: RIE
Publication Date: 2003-May
Improving Student Academic Reading Achievement through the Use of Multiple Intelligence Teaching Strategies.
Reidel, Jennifer; Tomaszewski, Tracey; Weaver, Darla
Three teacher researchers conducted research to help motivate, encourage, and raise achievement of all students involved in the study. There were three fifth-grade classes involved of approximately 30 students per class, ages 10-11. The elementary school involved is located in Bolingbrook, Illinois: Wood View Elementary. The researchers conducted student and parent surveys to develop data about general perceptions toward reading. A diagnostic reading test examined where students are in three areas of reading: phonics, comprehension, and vocabulary. This same test was administered as the final posttest at the end of the study. An observation checklist, filled out by the researchers, was done bi-weekly to establish trends and patterns in classroom behaviors that go on during this study. A multiple intelligence bulletin board and reading enter was established to provide students with choice in classroom activities. The activities were changed bi-weekly as the skill and strategy focus changed in the reading curriculum. A portfolio system was put into place in the second month of the study. The information gathered by the students was assembled into a portfolio according to the checklist and rubric was designed and explained by the teacher researchers. This was an ongoing project that did not have final evaluation until the end of the study. The benefits to the students varied. The hopes were to focus on the strengths of all types of learners by using multiple intelligence strategies, and enhance weaknesses for self-discovery. Also, there was an increase in reading comprehension and skill mastery that built a stronger, more confidant, and motivated reader. The activities and specific skill reinforcement intertwined content with student choice. Based on the presentation and analysis of the data, students showed a marked improvement in reading comprehension, motivation, and student engagement. It is recommended that facilitators/teachers who want to undertake this type of intervention be aware of the commitment it takes to carry out this plan of action. Commitment involves having all necessary materials, creating multiple intelligence activities that coincide with the reading curriculum content, and allotting time for successful completion of such activities by the students. Appendixes contain a list of project expectations, parent survey, plot graph, portfolio evaluation rubric, and a project completion schedule. (Contains 22 references and 6 tables of data.) (Author/RS)
Publication Type: Dissertations/Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.