6.5. SummaryThis study tries to investigate the effectiveness of some multiple intelligences activities in developing primary school students’ English reading skills.Because the importance of these reading skills for children, they are given proper attention in this study. The skills which are being investigated in this study are: phonological skills, word recognition skills and reading comrehension skills.Despite the importance of these skills for elementary school students but students aren’t able to understand a reading text. To investigate how far primary school students master these reading skills. A reading test was administered to measure to what extent do these students command the reading skills. The sample of the pilot study consisted of 150 students from four classes in different schools (Salah- Salem, Al-Nasr, Al-Emam Ali, Telega) at Kafr-Saker Sharkeia governorate. The study revealed that the reading texts implied in the course taught to fourth grade students are not presented in an inappropriate method.The problem of this study can be stated in the following main question: What is the effectiveness of some multiple intelligences activities in developing primary school students’ English reading skills?-This main question is subdivided into the following questions:1. What are English reading skills needed for primary school students?2. What is the effectiveness of visual/spatial intelligence activities in developing primary school students’ English reading skills?3. What is the effectiveness of verbal/linguistic intelligence activities in developing primary school students’ English reading skills?4. What is the effectiveness of bodily/kinesthetic intelligence activities in developing primary school students’ English reading skills?5. What is the effectiveness of musical intelligence activities in developing primary school students’ English reading skills?6. What is the effectiveness of some multiple intelligences activities (verbal/linguistic, visual/spatial, bodily/kinesthetic, and musical) in developing primary school students’ English reading skills?Hypotheses of the study- It was hypothesized that:1- There would be statistically significant differences between the mean scores of experimental groups No.2, 3, 4, 5, 6 and control group in their performance of the post application of the reading test as a whole and its dimensions.2- There would be statistically significant differences between the mean scores of experimental group No.2 (taught through visual/spatial intelligence activities) in their performance of the pre and post application of the reading test as a whole and its dimensions favoring the post application.3- There would be statistically significant differences between the mean scores of experimental group No.3 (taught through verbal/linguistic intelligence activities) in their performance of the pre and post application of the reading test as a whole and its dimensions favoring the post application.4- There would be statistically significant differences between the mean scores of experimental group No.4 (taught through bodily/kinesthetic intelligence activities) in their performance of the pre and post application of the reading test as a whole and its dimensions favoring the post application.5- There would be statistically significant differences between the mean scores of experimental group No.5 (taught through musical intelligence activities) in their performance of the pre and post application of the reading test as a whole and its dimensions favoring the post application.6- There would be statistically significant differences between the mean scores of experimental group No.6 (taught through the four multiple intelligences activities) in their performance of the pre and post application of the reading test as a whole and its dimensions favoring the post application.7- There would be statistically significant differences between the mean scores of experimental group No.2 and control group No.1 in their performance of the post application of the reading test as a whole and its dimensions favoring the experimental group.8- There would be statistically significant differences between the mean scores of experimental group No.3 and control group No.1 in their performance of the post application of the reading test as a whole and its dimensions favoring the experimental group.9- There would be statistically significant differences between the mean scores of experimental group No.4 and control group No.1 in their performance of the post application of the reading test as a whole and its dimensions favoring the experimental group.10- There would be statistically significant differences between the mean scores of experimental group No.5 and control group No.1 in their performance of the post application of the reading test as a whole and its dimensions favoring the experimental group.11- There would be statistically significant differences between the mean scores of experimental group No.6 and control group No.1 in their performance of the post application of the reading test as a whole and its dimensions favoring the experimental group.12- The multiple intelligences activities are effective in developing reading skills.Purpose of the study(1) This study aims at developing some reading skills in English language suitable for 4th primary school students.(2) The present study is intended to examine the effectiveness of some multiple intelligences activities (verbal/linguistic, bodily/kinesthetic, visual/spatial, musical, and integrated activities) in developing primary school students’ English reading skills.Significance of the study- The study is hoped to be of significance to:Course designers: It may be useful to English course designers of primary stage through planning the course.English teachers:- English teachers may find this study is useful as a guide to develop classroom activities that address multiple ways of learning.- This study might provide teachers of English with a list of some reading skills necessary for fourth year primary school as well as some suitable multiple intelligences activities that can help in developing some reading skills for fourth year primary school.- This study might provide English teachers with teacher’s guide that may be useful for them to plan their lessons effectively.- It is useful for preparing the English teachers through improving their teaching performance in reading.Students: It may be useful for students to overcome the difficulties which usually face them while reading.Limits of the studyThe study will be limited to the following:(A) Fourth year primary school students for reasons:1- This stage occupies the beginning of learning reading skills for students and essential for other stages.2- It is during the primary stage students can modify a positive attitude toward reading which affect their level in the following stages.(B)The study will be limited to reading skills that can be appropriate 4th year primary school students (Phonological skills- word recognition skills- and reading comprehension skills) as they proved to be suitable and important to fourth year primary school students.(C) Four types of multiple intelligences activities (verbal/linguistic, bodily/kinesthetic, visual/spatial, musical and integrated of these activities) that can be appropriate to 4th year primary school students.The study toolsThe study used the following tools:1. A questionnaire: This was prepared by the researcher for identifying the required reading skills needed for primary students.2. A pre-post test: Designed by the researcher to measure students’ reading skills.3. Multiple intelligences activities: Designed by the researcher for developing students’ reading skills.Study procedures:-The study will follow the following procedures:(1) Review of literature and previous studies concerning reading skills, visual/spatial intelligence activities, verbal/linguistic intelligence activities, bodily/kinesthetic intelligence activities and musical intelligence activities.(2) Analyzing the content of English language which is being taught to fourth year primary school students.(3) Preparing and administering a questionnaire to the jury members to state the most important reading skills needed for fourth year primary school students.(4) Identifying the reading skills appropriate to fourth year primary school students.(5) Design the test and submit it to the jury members.(6) A pilot administration of the reading test to ensure its items consistency common validity& reliability.(7) Divide the study groups into six groups: Experimental groups (taught through visual/spatial intelligence activities, verbal/linguistic intelligence activities, bodily/kinesthetic intelligence activities, musical intelligence activities and integrated of these activities) and control group (taught through the traditional method).(8) Administering the test before teaching the suggested units to both control and experimental groups.(9) Applying the test after teaching the suggested units by using visual/spatial intelligence activities, verbal/linguistic intelligence activities, bodily/kinesthetic intelligence activities, musical intelligence activities and integrated of these activities to both control and experimental groups.(10) Using suitable statistical methods to measure the effectiveness of visual/spatial intelligence activities, verbal/linguistic intelligence activities, bodily/kinesthetic intelligence activities, musical intelligence activities and integrated of these activities in developing reading skills(11) Discussing results, providing recommendations and suggestions for further research.The study results:1- Results of the first hypothesis showed that there are statistically significant differences between the mean scores of experimental groups No. 2, 3, 4, 5, 6 and control group in their performance of the post application of the reading test as a whole and its dimensions.2- Results of the second hypothesis showed that there are statistically significant differences between the mean scores of experimental group No.2 (taught through visual/spatial intelligence activities) in their performance of the pre and post application of the reading test as a whole and its dimensions favoring the post application.3- Results of the third hypothesis indicated that there are statistically significant differences between the mean scores of experimental group No.3 (taught through verbal/linguistic intelligence activities) in their performance of the pre and post application of the reading test as a whole and its dimensions favoring the post application.4- Results of the fourth hypothesis showed that there are statistically significant differences between the mean scores of experimental group No.4 (taught through bodily/kinesthetic intelligence activities) in their performance of the pre and post application of the reading test as a whole and its dimensions favoring the post application.5- Results of the fifth hypothesis indicated that there are statistically significant differences between the mean scores of experimental group No.5 (taught through musical intelligence activities) in their performance of the pre and post application of the reading test as a whole and its dimensions favoring the post application.6- Results of the sixth hypothesis showed that there are statistically significant differences between the mean scores of experimental group No.6 (taught through the four multiple intelligences activities) in their performance of the pre and post application of the reading test as a whole and its dimensions favoring the post application.7- Results of the seventh hypothesis showed that there are statistically significant differences between the mean scores of experimental group No.2 and control group No.1 in their performance of the post application of the reading test as a whole and its dimensions favoring the experimental group.8- Results of the eighth hypothesis showed that there are statistically significant differences between the mean scores of experimental group No.3 and control group No.1 in their performance of the post application of the reading test as a whole and its dimensions favoring the experimental group.9- Results of the ninth hypothesis showed that there are statistically significant differences between the mean scores of experimental group No.4 and control group No.1 in their performance of the post application of the reading test as a whole and its dimensions favoring the experimental group.10- Results of the tenth hypothesis showed that there are statistically significant differences between the mean scores of experimental group No.5 and control group No.1 in their performance of the post application of the reading test as a whole and its dimensions favoring the experimental group.11- Results of the eleventh hypothesis showed that there are statistically significant differences between the mean scores of experimental group No.6 and control group No.1 in their performance of the post application of the reading test as a whole and its dimensions favoring the experimental group.12- The multiple intelligences activities are effective in developing reading skills.