The effect of differentiating instruction using multiple intelligences on improving reading comprehension of 5th graders with learning disabilities

Abstract EN

This study investigated the effect of using differentiated instruction using multiple intelligences on improving reading comprehension of 5th graders with learning disabilities.

A total of 60 students identified with LD participated.

The sample was randomly divided into two groups; experimental ( n= 30 boys )and control ( n= 30 boys).

ANCOVA and T .test were employed for data analysis.

Findings from this study indicated the effectiveness of differentiated instruction using multiple intelligences on improving reading comprehension in the target students.

On the basis of the findings, the study advocated for the effectiveness of using differentiated instruction using multiple intelligences on improving reading comprehension in learning disabled students.

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