The Effects of Multiple Intelligences Training Program on Improving Reading Comprehension Skills of Reading of the Disabled Primary Six Students

Autor/in	El Banna, Adel El Saied
Titel	The Effects of Multiple Intelligences Training Program on Improving Reading Comprehension Skills of Reading of the Disabled Primary Six Students
Quelle	In: International Journal of Psycho-Educational Sciences, 8 (2019) 1, S.64-69 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-775X
Schlagwörter	Program Effectiveness; Multiple Intelligences; Reading Comprehension; Elementary School Students; Students with Disabilities; Reading Difficulties; Reading Improvement; Learning Disabilities; Intelligence Quotient; Foreign Countries; Training Methods; Children; Males; Egypt + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Leseverstehen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Intelligenzquotient; Ausland; Didaktik; Trainingsmaßnahme; Child; Kind; Kinder; Male; Männliches Geschlecht; Ägypten
Abstract	This study was conducted to investigate the effectiveness of multiple intelligences training program on reading comprehension skills of reading disabled primary six students. Pre-test / Post-test / follow-up test were formed to collect data from the students. 60 students participated in the present study. Each student participant met the following established criteria to be included in the study: (a) a diagnosis of LD by teacher's referral. Neurological scanning results indicated that those individuals were neurologically deficient (b) an IQ score on the Mental Abilities Test (Mosa, 1989) between 90 and 118 (c) reading performance scores at least 2 years below grade level (d) absence of any other disabling condition. Results of this study indicates that Multiple Intelligence Theory based activities proved to be more helpful in achievement and retention of reading comprehension skills. Discussion of results, suggestions for further study, and implications were included. (As Provided).
Anmerkungen	London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail: contact@lapub.co.uk; Web site: https://www.journals.lapub.co.uk/index.php/IJPES
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01