The impact of Multiple Intelligences Activities-Based Differentiated Instruction on Enhancing Secondary Stage Students’ EFL Critical Reading Skills

Abstract
The present research aimed at enhancing First Year Secondary students' critical reading skills. This was achieved through applying a proposed approach which employed Multiple Intelligences Activities-Based Differentiated Instruction (MIABDI). The research adopted two groups design with pre-test, treatment and post-test. The following instruments were designed and used: A Critical Reading Skills Checklist (CRSC) for identifying the critical reading skills needed to be developed for the targeted students; A Multiple Intelligences Inventory (MI) for identifying the common and dominant intelligences among the targeted students and the related activities; and A Critical Reading Pre/Post Test (CRPPT) for assessing the students’ performance in the identified critical reading skills before and after receiving the treatment. The proposed model employing MIABDI developed the identified critical reading skills and the assessment methods helped both the researcher and students to assess the performance level. Results of the research indicated that there were statistically significant differences at 0.01 level between the mean scores of the experimental group on the pre/post administrations of the pre/post test in favour of the post one. In addition, the experimental group students outperformed their counterparts of the control group students in the target critical reading skills. Consequently, the proposed model proved to be effective in developing critical reading skills for Secondary School students.
Keywords: Differentiated Instruction, Multiple Intelligences Activities, Critical Reading Skills.