Improving Reading through the Use of Multiple Intelligences.

This report describes a program for increasing reading test scores. The targeted population consisted of one second-grade, one third-grade, and two fourth-grade classrooms in a growing middle class community located in a far western suburb of Chicago, Illinois. The problem of low reading test scores was documented though the 1995 IGAP scores on which the targeted school scored the lowest of all schools in the district. Analysis of probable cause data revealed: (1) readers lacked quality time spent practicing reading at home and in school with teachers and students; (2) children with high test anxiety had significantly lower scores; (3) since literacy learning is individually developmental and proceeds through a number of predictable stages, developmental lag can occur; (4) students in low socioeconomic communities may demonstrate lower achievement, but can raise it with modifications; (5) how students use their prior knowledge and experience to help them understand text influences what they recall from a test; (6) students are unable to comprehend and connect reading to their life; (7) poor decoding and comprehension skills result in lower test scores; and (8) children are poor test takers. A review of solution strategies suggested by experts, combined with an analysis of the problem setting, resulted in the selection of the following intervention: altering curricula by teaching to the multiple intelligences, creation of portfolios for students and teacher evaluation, and the implementation of student reading logs. Post intervention data indicated an increase in reading test scores. Students also demonstrated the ability to make connections with what they were reading to their own lives. Because students spent more time reading and reflecting on what they had read, comprehension and higher level thinking skills increased. (Contains 41 references and 16 tables of data, which are not sequentially numbered. Appendixes contain survey instruments, lesson plans, assessment forms, checklists, and graphic organizers.) (Author/RS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** IMPROVING READING THROUGH THE USE OF MULTIPLE INTELLIGENCES Paula Albero Ann Brown Susan Eliason Jeanne Wind An Action Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership Saint Xavier University & IRI/Skylight Field-Based Master's Program Chicago, Illinois May,1997 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) tiThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. T COPY AVA1 E3LE 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY ak-kg_k TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). "