Abstract
The present study aims to examine the effects of early English reading programs utilizing multiple intelligence (MI) theory on underachieving elementary school students’ English reading proficiency. For this purpose, twelve 5th grade English underachievers were selected and taught basic phonics, sight words, major words and sentences for 13 weeks. An experimental group and a control group were composed based on similar strong multiple intelligence tendency and reading abilities, but MI-based activities were given only to the experimental group. The results of the study were as follows. First, multiple intelligence tendency of elementary school students with underachievement in English was found to be biased to bodily/kinesthetic intelligence, interpersonal intelligence, visual/spatial intelligence and musical/ rhythmic intelligence. Second, the experimental group outperformed the control group regarding reading abilities. Third, in the affective domains, the students in the experimental groups showed increased interest and decreased anxiety in learning English. Based on these results, suggestions for further studies are provided.
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