Abstract
AbstractResearch was conducted with middle‐school Kuwaiti children to assess the effectiveness of student multiple intelligence styles in predicting students' improved reading skills through academic performance. A group of middle school students who had received first quarter grades and enrolled in an after‐school tutoring program were studied, with half of the students in a traditional tutoring program and the other half in a Gardner multiple intelligence style‐tutoring program. Results show that the students in the experimental group (mean = 48.99), whose multiple intelligence was applied to learning, performed better overall for the academic year than the students in the control group (mean = 45.30) who studied using traditional teaching methodology. Gender, school type, and residential living area were all analyzed within the experimental group. The experimental group results show that, with regards to grades during each quarter period, female students attending private institutions living in suburban areas had greater reading improvement.
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