Thesis (M.Ed.)--Chulalongkorn University, 2009

To examine how reading instruction based on Multiple Intelligences Theory (MI) affects reading comprehension. The subjects were 13 tenth graders studying at Chulalongkorn University Demonstration School and enrolling in an elective course “reading varieties” in semester 2, academic year 2008. The duration of the experiment lasted for 13 weeks. The instruments used in this research were the proficiency reading test, the performance-based reading test, a questionnaire, students’ log, and interviews. The data were analyzed using descriptive statistics, the wilcoxon matched-pairs signed- rank test, and content analysis. The finding revealed that (1) the posttest mean score from the proficiency reading test was not higher than the pretest mean score at the significance level of 0.05; (2) the posttest mean score from the performance-based reading test was higher than the pretest mean score at the significance level of 0.05; (3) the mean score from the questionnaire eliciting students’ opinions toward various activities based on multiple intelligences theory designed for teaching reading was found positive with the mean score of 3.09 (S.D.= 0.543). These findings confirm that reading instruction based on Multiple Intelligences Theory positively affects students’ reading comprehension.