Title

The Effect of Incorporating Multiple Intelligences to Improve Student Writing

Date of Award

Fall 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Erin Gillett

Keywords

Multiple Intelligences Theory, Howard Gardner, writing benchmarks, spelling centers

Abstract

The purpose of this research was to determine what instructional strategies I could use to support student acquisition and usage of grade level writing benchmarks. Specifically, the study looked at how incorporating Gardner’s Multiple Intelligences Theory into my spelling and writing instruction enabled students to acquire and use grade level writing benchmarks and therefore met the diverse needs of my students. The study aimed to determine whether utilizing instructional strategies based on Gardner’s Multiple Intelligences Theory would increase student outcomes regarding grade level writing benchmarks. The study was structured around students’ active daily participation in spelling centers. Weekly spelling pretests, posttests, and writing samples were collected and studied. Student feedback also provided insight to the effectiveness of this method. Based on the data gathered, teaching students about multiple intelligences, using a solid curriculum, word charts for reference, and practicing high frequency words in multiple intelligences all lead to increased performance of student writing outcomes.

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