Developing four reading comprehension skills through multiple intelligences: Anunciata Approach (AAp)
DOI:
https://doi.org/10.55056/ed.895Keywords:
identifying details, noting emotions, sequencing events, making predictionsAbstract
The current study aims to determine the effectiveness of the Anunciata Approach (AAp) in developing four reading comprehension skills: identifying details, noting emotions, sequencing events, and making predictions. The AAp is a multiple intelligence (MI) based activity that aims to improve not only the reading comprehension skills of the students but also their familiarity with Biblical stories and the moral values they contain. To determine the effectiveness of the AAp, the kindergarten pupils at Colegio Anunciata received the AAp reading class for 30 minutes for 45 days. The data were then properly documented, methodically analysed and subjected to rigorous interpretation processes. The results revealed that the general effectiveness of the AAp is significant, with a large effect size of 0.68 in developing the four reading comprehension skills. Hence, the AAp can be highlighted as a medium for developing the four reading comprehension skills utilising the Biblical stories as a springboard and facilitated by MI-based activities. This study suggests that MI-based activities can effectively improve reading comprehension skills in young learners. Given the limited number of participants, it is recommended that this study be conducted with a larger sample size to enhance the reliability of the findings.
Downloads
References
Abdulhamid Abdulkader, F., Gundogdu, K. and Ali Eissa, M., 2009. The effectiveness of a multiple intelligences-based program on improving certain reading skills in 5th-year primary learning disabled students. Electronic Journal of Research in Educational Psychology, 7(3), pp.673–690. Available from: https://www.redalyc.org/pdf/2931/293121945004.pdf.
Armstrong, T., 2003. Words Come Alive: The Multiple Intelligences of Reading and Writing. ASCD’s 58th Annual Conference & Exhibit Show. San Francisco, California: Association for Supervision and Curriculum Development. Available from: https://web.archive.org/web/20030422212702/http://www.simulconference.com/ASCD/2003/scs/2233c.shtml.
Armstrong, T., 2004. Making the Words Roar. Educational Leadership, 61(6), pp.78–81. Available from: https://www.researchgate.net/publication/234632759.
Bay, D.N. and Cetin, O.S., 2014. Storybook Reading Strategies of Preschool Teachers in the USA and Turkey. International Journal of Education and Research, 2(7), pp.41–54. Available from: https://ijern.com/journal/July-2014/04.pdf.
Blachowicz, C. and Ogle, D., 2008. Reading Comprehension: Strategies for Independent Learners. 2nd ed. New York: Guildford Press.
Block, C.C. and Pressley, M., eds, 2015. Comprehension Instruction: Research-Based Best Practices. 3rd ed. New York: Guilford Press.
Botelho, M.D.R.d.L., 2003. Multiple intelligences theory in English language teaching: An analysis of current textbooks, materials and teachers’ perceptions. Master’s thesis. Ohio University. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1079466683.
Burman, T.N. and Evans, D.C., 2003. Improving Reading Skills Through Multiple Intelligences and Increases Parental Improvement. Master’s thesis. Saint Xavier University & Skylight, Chicago, Illinois. Available from: https://files.eric.ed.gov/fulltext/ED478515.pdf.
Chall, J.S., 1983. Stages of Reading Development. New York: McGraw-Hill Book Company.
Cluck, M. and Hess, D., 2003. Improving Student Motivation through the Use of the Multiple Intelligences. Master’s thesis. Saint Xavier University & Skylight, Chicago, Illinois. Available from: https://files.eric.ed.gov/fulltext/ED479864.pdf.
Cohen, J., 1988. Statistical Power Analysis for the Behavioral Sciences. 2nd ed. Hillsdale, NJ: Lawrence Erlbaum Associates. https://utstat.utoronto.ca/~brunner/oldclass/378f16/readings/CohenPower.pdf, Available from: https://doi.org/10.4324/9780203771587.
Cunningham, A.E. and Stanovich, K.E., 1997. Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), pp.934–945. https://www.researchgate.net/publication/13845653, Available from: https://doi.org/10.1037/0012-1649.33.6.934.
Diamantes, T., Young, K.M. and McBee, K., 2002. An analysis of reading content area skills improvement through music instruction. Reading Improvement, 39(3), pp.114–118. Available from: https://www.proquest.com/openview/67ad79541386d811ebf62e8e28a819e3/.
Eliason, C. and Jenskin, L., 2015. A Practical Guide to Early Childhood Curriculum. 10th ed. Pearson.
Essa, E. and Burnham, M.M., 2020. Introduction to Early Childhood Education. 8th ed. Sage Publishing.
Fielding, L.G. and Pearson, P.D., 1995. Reading comprehension: what works. Educational Leadership, 51(5), p.62(6). Available from: https://www.researchgate.net/publication/254343574.
Follari, L.M., 2019. Foundations and Best Practices in Early Childhood Education: History, Theories, and Approaches to Learning. 4th ed. New York: Pearson.
Fraenkel, J.R., Wallen, N.E. and Hyun, H.H., 2012. How to Design and Evaluate Research in Education. 8th ed. New York: McGraw Hill. Available from: https://saochhengpheng.wordpress.com/wp-content/uploads/2017/03/jack_fraenkel_norman_wallen_helen_hyun-how_to_design_and_evaluate_research_in_education_8th_edition_-mcgraw-hill_humanities_social_sciences_languages2011.pdf.
Gaines, D. and Lehmann, D., 2002. Improving Student Performance in Reading Comprehension through the Use of Multiple Intelligences. Master’s thesis. Saint Xavier University and SkyLight, Chicago, Illinois. Available from: https://eric.ed.gov/?id=ED467515.
Gardner, H., 1999. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books.
Gardner, H., 2011. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Available from: https://dspace.sxcjpr.edu.in/jspui/bitstream/123456789/720/1/Howard%20Gardner%20-%20Frames%20of%20Mind_%20The%20Theory%20of%20Multiple%20Intelligences-Basic%20Books%20%282011%29%20%281%29.pdf.
Geary, P., 2006. Every Child a Reader: A National Imperative. Reading Improvement, 43(4), pp.179–184.
Goodnough, K.C., 2000. Exploring multiple intelligences theory in the context of science education: an action research approach. Ph.D. thesis. University of Toronto. Available from: https://utoronto.scholaris.ca/items/440ad79f-afe2-4263-8254-df0fc2757521.
Grellet, C., 1981. Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises. Cambridge: Cambridge University Press.
Haboush, Z.Y., 2010. The Effectiveness of Using a Programme Based on Multiple Intelligences Theory on Eighth Graders’ English Reading Comprehension Skills. Ph.D. thesis. The Islamic University of Gaza. Available from: https://www.mobt3ath.com/uplode/book/book-31395.pdf.
Harp, B., 1988. The Handbook of Literacy Assessment and Evaluation. Norwood, MA: Christopher-Gordon Publishers.
Harvey, M., 2013. Reading Comprehension: Strategies for Elementary and Secondary School Students. LC Journal of Special Education, 8, p.6. Available from: https://digitalshowcase.lynchburg.edu/lc-journal-of-special-education/vol8/iss1/6/.
Hasanah, N., 2013. Improving Students’ Motivation in Reading Comprehension by Using Multiple Intelligences Strategies (A Classroom Action Research at Grade VIII G Students of SMP Negeri 1 Alian, Kebumen in the Academic Year of 2012/2013). A final project submitted in partial fulfillment of the requirements for degree of Sarjana Pendidikan in English. Semarang State University. Available from: https://lib.unnes.ac.id/17216/1/2201409067.pdf.
Hatch, T., 1997. Getting Specific about Multiple Intelligences. Educational Leadership, 54(6), pp.26–29.
Hedgcock, J.S. and Ferris, D.R., 2009. Teaching Readers of English: Students, Texts and Contexts. New York: Routledge. Available from: https://privateedelt.com/wp-content/uploads/2022/11/teaching-readers-of-english.pdf.
Hoyt, L., 1992. Many Ways of Knowing: Using Drama, Oral Interactions, and the Visual Arts to Enhance Reading Comprehension. The Reading Teacher, 45(8), pp.580–584. Available from: http://www.jstor.org/stable/20200932.
Hulme, C. and Snowling, M.J., 2011. Children’s Reading Comprehension Difficulties: Nature, Causes, and Treatments. Current Directions in Psychological Science, 20(3), pp.139–142. Available from: https://doi.org/10.1177/0963721411408673.
Ibnian, S.S.K. and Hadban, A.D., 2013. Implications of Multiple Intelligences Theory in ELT Field. International journal of humanities and social science, 3(4), pp.292–297. Available from: https://www.ijhssnet.com/journals/Vol_3_No_4_Special_Issue_February_2013/30.pdf.
International Reading Association and National Association for the Education of Young Children, 1998. Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Young Children, 53(4), pp.30–46. Available from: https://files.eric.ed.gov/fulltext/ED420052.pdf.
Karasakaloğlu, N., 2012. The relationship between reading comprehension and learning and study strategies of prospective elementary school teachers. Educational Sciences: Theory & Practice, 12(3), pp.1939–1950.
Mayyas, M., 2020. The Effect of a Multiple Intelligences Theory-Based Program on Tenth-Grade Students’ Reading Comprehension Skills in Jordan. Jordan Journal of Applied Science-Humanities Series, 23(2), p.8. Available from: https://doi.org/10.35192/jjoas-h.v23i2.8.
McGee, L.M. and Richgels, D.J., 2004. Literacy’s Beginnings: Supporting Young Readers and Writers. 4th ed. Boston: Allyn & Bacon.
New York State Office of Children and Family Services, 2002. Child Development Guide. Available from: https://www.hslcnys.org/fosterparenttraining/childDevGuide.html.
Paris, S., 2005. Developing Comprehension Skills. Available from: https://www.mheducation.com/unitas/school/program/treasures-2011/developing-comprehension-skills.pdf.
Raphael, T.E., George, M., Weber, C.M. and Nies, A., 2009. Approaches to Teaching Reading Comprehension. In: S.E. Israel and G.G. Duffy, eds. Handbook of Research on Reading Comprehension. New York: Routledge. Available from: https://doi.org/10.4324/9781315759609.
Reidel, J., Tomaszewski, T. and Weaver, D., 2003. Improving Student Academic Reading Achievement through the Use of Multiple Intelligence Teaching Strategies. Master’s thesis. Saint Xavier University & Skylight, Chicago,Illinois. Available from: https://files.eric.ed.gov/fulltext/ED479204.pdf.
Republic of the Philippines Department of Education, 2010. Philippine Informal Reading Inventory (Phil-IRI) Reporting and Database System. Available from: https://www.deped.gov.ph/wp-content/uploads/2018/10/DM_s2010_266.pdf.
Roldan, A.H., 1990. Improve Your Reading and Comprehension Skills. Lawrenceville, Virginia: Brunswick Publishing.
Roller, C.M. and Matambo, A.R., 1992. Bilingual Readers’ Use of Background Knowledge in Learning from Text. TESOL Quarterly, 26(1), pp.129–141. Available from: https://doi.org/10.2307/3587372.
Roopnarine, J.L. and Johnson, J., 2013. Approaches to Early Childhood Education. 6th ed. Pearson.
Sauerland, U., Sugawara, A. and Yatsushiro, K., 2025. Higher-Order Logical Reasoning in Preschool Children: Evidence from Intonation and Quantifier Scope [version 1; peer review: 1 approved, 2 approved with reservations]. Open Research Europe, 5(34). Available from: https://doi.org/10.12688/openreseurope.18312.1.
Sever, S., 2004. Türkçe öğretimi ve tam öğrenme. Ankara: Anı Yayıncılık.
Seyler, D.U., 2003. Steps to College Reading. 3rd ed. Pearson.
Spivey, B.L., 2008. The Importance of Teaching Sequencing to Young Children. Available from: https://www.handyhandouts.com/viewHandout.aspx?hh_number=167.
Sukeemok, T., 2012. Effects of Using Multiple Intelligences Theory Based Activities on English Reading Comprehension and Students’ Interest in Learning English of Matthayomska III Students at Taweethapisek School. Ph.D. thesis. Srinakharinwirot University. Available from: http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Taweesak_S.pdf.
Tizon, J., 2009. The Reading Competencies of the Second Year High School Students of Dipolog City Division: Basis for Strategic Reading Program. Master’s thesis. Andres Bonifacio College, Philippines. Available from: https://tinyurl.com/26kmh77h.
Uhlir, P., 2003. Improving Student Academic Reading Achievement through the Use of Multiple Intelligence Teaching Strategies. Master’s thesis. Saint Xavier University & SkyLight, Chicago, Illinois. Available from: https://eric.ed.gov/?id=ED479914.
Villamin, A.M., 1984. Innovative Strategies in Teaching Reading. Quezon City: Phoenix Publishing House.
Warmansyah, J., Anriani, R., Sari, D.P., Eliza, W., Sabri, A. and Amalina, 2023. The Effect of the Number Dice Game on the Logical-Mathematical Intelligence in Children 5-6 Years Old. International Journal of Multicultural and Multireligious Understanding, 10(1), pp.527–534. Available from: https://ijmmu.com/index.php/ijmmu/article/viewFile/4378/3771.
Wood, K.C., Smith, H. and Grossniklaus, D., 2001. Piaget’s Stages of Cognitive Development. In: M. Orey, ed. Emerging perspectives on learning, teaching, and technology. Available from: https://resources.saylor.org/wwwresources/archived/site/wp-content/uploads/2011/07/psych406-5.3.2.pdf.
World Conference on Education for All, 1990. World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. Jomtien, Thailand: UNESCO, UNICEF, UNDP, World Bank. Adopted at the World Conference on Education for All, 5–9 March 1990. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000127583.
Zukowski Faust, J., Johnson, S.S. and Templin, E.E., 2002. Steps to Academic Reading 4: In Context. 3rd ed. Boston: Thomson Heinle.

Downloads
Submitted
Published
Issue
Section
License
Copyright (c) 2025 Regina M. Ramos

This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Accepted 2025-08-27
Published 2025-09-05