The Effect of Gardner’s Theory of Multiple Intelligences on Reading and Spelling Non-Phonetic Sight Words
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2014-07
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Masters of Education
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Abstract
The purpose of this study was to examine to impact of teaching dyslexic students ages seven to eleven sight words utilizing all of their intelligences (interpersonal, intrapersonal, linguistic, visual-spatial, musical, mathematical, and kinesthetic) as opposed to using a typical Orton Gillingham method (visual, kinesthetic, auditory, tactile). Although the null hypothesis was supported, there was significant increase in students’ gains for reading and spelling sight words for both the control and experimental groups. Studies related to this topic should continue and should be conducted for longer periods of time, should utilize more students, and should cross examine scores with overall reading achievement.