Studies On Reading Instruction For Senior Three Art Students From The Perspective Of Multiple Intelligence Theory

Reading comprehension accounts for 25% of the total score in the whole English test paper.Therefore,improving art students’ reading ability plays a significant role in increasing their English test scores.This study attempts to stimulate art students’ reading interest and improve their reading strategies by applying Multiple Intelligence Theory to Senior Three art students’ English reading instruction.Based on existing research achievements and the practical school situation,this research takes 62 students from class 1 and Class 2 of Senior Three students of a private school in Jiangsu Province as research objects.Research on English reading instruction for Senior 3 art students from the perspective of Multiple Intelligence Theory(hereinafter referred to as MIT-based English reading instruction)lasts for a whole term with the help of questionnaires and reading comprehension tests.Data analysis from the questionnaires and reading comprehension tests has shown the following major findings: 1)Students from experimental class can be divided into three intelligence groups,respectively visual-spatial intelligence group,verbal-linguistic intelligence group and musical-rhythmic intelligence group.2)MIT-based English reading instruction can effectively stimulate art students’ reading interest and increase confidence,for there appear positive changes in art students’ reading attitudes,self-judgment,reading purpose,the amount of extracurricular reading as well as different literary styles.3)MIT-based English reading instruction can improve art students’ reading strategies,such as prediction strategy,structure analysis strategy,new words strategy,complicated sentences strategy and accumulation strategy.4)MIT-based English reading instruction can improve art students’ reading ability and test scores,with the average score of the experimental class being increased from 8.33 to 14.1(Full scores 30).This study shows that every student has his/her unique intelligence combination,therefore teachers should analyze their students objectively,develop individualized reading instruction methods by combining reading instruction with their strong intelligence.However,this study is still at its attempt stage and has some deficiencies due to factor limitations like small study samples,immature method and short time.Such research questions remain to be discussed in the near future,e.g.how to make use of teachers’ strong intelligence to teach English in a distinctive way,how to combine English teaching with improving students’ weak intelligence.