본 연구에서는 Gardner의 다중지능 이론에 근거하여 강점지능과 약점지능을 모두 활용한 다중지능 교수활동이 초등학교 학습장애 아동의 단어인지능력과 읽기이해능력에 미치는 효과를 검증하고자 하였다. 연구대상은 초등학교 2-3학년으로 읽기에 어려움을 보이는 학습장애 아동 3명이었다. 연구결과, 다중지능을 활용한 교수는 학습장애 아동의 단어인지능력과 읽기이해능력을 향상시키는데 효과가 있었다. 다중지능이론을 활용한 다양한 교수전략이 학교 교육과정 및 교과내용 내에서 창의적으로 적용될 수있다는 점과 학습장애아교육에 효과적으로 사용될 수 있다는 가능성을 입증했다는데 본 연구의 의의가 있다고 본다.

The purpose of this study is to investigate effects of instruction based on the Multiple Intelligence Theory on the reading ability of elementary school children with learning disabilities. For this purpose, the following research questions are raised : First, is the instruction based on the Multiple Intelligence Theory effective in improving the word recognition ability of children with learning disabilities? Second, is the instruction based on the Multiple Intelligence Theory effective in improving the reading and comprehension abilities of children with learning disabilities? To get the answers to these questions, we surveyed 3 children with learning disabilities who were 2nd and 3rd grade students from T elementary school located in the city of P. Those children were having difficulty in reading. Each of the children who were low in linguistic intelligence was asked to get through instruction focusing on multiple intelligences including linguistic one during total 10 sessions for 7 weeks. In addition, effects of the Multiple Intelligence Theory-based instruction on the abilities of word recognition and reading and comprehension were tested using the C-RIC. Findings of this study show that the Multiple Intelligence Theory-based instruction improves the abilities of word recognition and reading and comprehension of children with learning disabilities. In conclusion, the instruction based on the Multiple Intelligence Theory is effective in improving the reading ability of children with learning disabilities.