Teaching Reading Through Multiple Intelligences

This paper, based on Gardner's theory and cognitive psychology, tries to reveal students' intelligence preferences in reading comprehension and aims to explore some reading teaching styles in accordance to their students' multiple intelligences (MI). To achieve the goal, teachers have to overcome traditional views and change teaching methods or styles to meet the needs of reading practice. It is important because teaching affects learning styles and reading ability is a key element of one's overall quality.To understand the MI theory, the author makes a brief description about Gardner's eight intelligences. The theory maintains that human beings as a species have evolved to be able to carry out eight relatively independent forms of information processing, each gauged to a particular environmental content. Any normal individual possesses all intelligences, however, individuals vary greatly in the ways they learn a foreign language. Meta-cognition is considered a significant role in language learning. Meta-comprehension, the center of intelligences, is the most important factor in reading. In reading class, teachers should direct students to read with purpose, to adapt reading styles after requirements, and apply different strategies appropriately to acquire knowledge of language.The author proposes three reading phrases, pre-reading, while-reading and post-reading, and offers some practical suggestions in different stages. In Chapter Five, the author presents the process of experiment to show that the application of the MI theory does not mean abandoning traditional activities useful for students but helping students develop language comprehension strategies.The paper points out that the theory helps us understand learning and intelligence better and improve educational practice. Therefore, teachers should avoid using the theory as a rigid pedagogical formula, for each person has a unique cognitive profile. The author holds that the application of the MI theory needs teachers' positive practice, and their cooperative work as well. Meanwhile, parents should be invited to participate in the MI work. The author believes that this research is helpful for students' overall quality. Hence, it is both valuable and practical.