الفهرس 
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Abstract
This research study aimed at investigating the effectiveness of using a programme that involves activities, which are based on Multiple Intelligences (MI) Theory to improve English reading comprehension skills for dyslexic primary-six pupils. Ten pupils at Al- Hourria Primary School with the severest symptoms of dyslexia -as indicated by screening questionnaire- were purposively selected to participate in the study. The researcher used the one-group pre-posttest quasi-experimental research design in the light of which a reading comprehension pre-postest was designed along with a reading comprehension skills checklist to assess the participating pupils’ improvement in the specific reading skills before and after using MI activities. The data was collected, processed and analysed by employing Wilcoxon Signed-Rank Test and Effect Size (r, Cohen’s d, Black’s Modified Gain Rank) using SPSS. The results demonstrated that there was a statistically significant difference at 0.05 level between the mean scores of the research group in the pre-post administration of the reading comprehension test in favour of the post-administration. It was concluded that the MI activities achieved high effectiveness in improving the reading comprehension skills of dyslexic primary-six pupils (Black’s Modified Gain Rank > 1.2). Based on the obtained results, many recommendations and suggestions were made.
Keywords: Multiple Intelligences Theory, Multiple Intelligences (MI) activities, reading comprehension skills, dyslexia, reading disability