Relationship of Intelligence Factor to reading performance

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Introduction
Relationship of Intelligence Factor to reading performance 
In a traditional learning environment, whether in an implicit or explicit manner, many learning environments are organized and a majority of instructors teach learners like they are all the same. A significant amount of research has been done in the area of learning styles, and most instructors agree that each and every learner has different understanding profiles. Some of the areas investigated in learning of language include; multiple bits of intelligence, field independence/dependence, impulsive/reflective, and perceptual learning styles. Making a learner aware of their methods of learning creates additional interest in learning and also gives them motivation and drive for learning. Additionally, increasing a learners’ awareness of their style of learning makes the student more responsible for their learning. The paper aims to enlighten readers on how far research on learning has gone with a particular focus on multiple intelligence and its relevance in different categories of learning. The paper explores Multiple Intelligence and how it is related to; individuals studying English as their second language (ESL), web-based learners, and individuals studying English as the first language (EFL). Besides, the paper also shares insights on multiple bits of intelligence language teaching, learning and whether testing of intelligence can reveal ways of helping learners, especially children with reading disability.

Relationship of Intelligence Factor to reading performance 
Teachers are well versed with the fact that each classroom hosts learners who are from one another in various ways. Each learner comes from a different economic, social, and cultural background. Furthermore, every student is interested in different areas, and they also have varying weaknesses, strengths and methods of expressing themselves. Current research now aims at enhancing teachers’ understanding of each learners’ of individual intelligence profile and enable them to handle classroom diversity. Research done by Currie helps demonstrate how each learner is different form the other. By administering multiple intelligence questionnaires with ten statements linked to each of the seven bits of intelligence identified by Gardner to a group of learners, Currie managed to draw an initial intelligence profile for every learner. The research results for this research indicated that out of all statements in the questionnaire, each student marked a distinct number of statements. A student marked up to 16 statements achieving a minimum of 1 point for Mathematical-Logical Intelligence and a maximum of 5 points on Bodily-Kinaesthetic Intelligence. On the other hand, one of the learners marked 43 statements, earning 2 points on Bodily-Kinaesthetic and 9 points for Musical depicting a wide scoring range between the two students. The two bits of intelligence that were found to be most developed within the group of learners are Musical and Linguistic intelligence. More students registered maximum scores in these areas of intelligence. The results are not a surprise since the participants in this research are studying Linguistics which has a lot in common with Music. Studying language involves stress, rhythm, melody and accent all of which form fundamental music learning concepts. Therefore, language instructors should be more conscious of the importance of studying music because it relates to learning of language (Currie N.p.).
Gardner’s research on intelligence came up with various types of intelligence; they include; Musical, Linguistic, Spatial, Logical-mathematical, Bodily-kinesthetic, Naturalistic, Interpersonal and intrapersonal intelligence. Analysis of these types of intelligence on how they are employed by students and instructors concerning teaching and learning of English as a foreign language indicate that; an English teacher discovers the Multiple Intelligences that he or she possesses, as a result, the teacher gains the ability to teach better and more efficiently. However, most students find difficulties in studying English as their second language but perform better in other classroom activities. Learning centers applying Mutual Intelligence theory function effectively, with the understanding of the theory teachers can understand learners better allowing them to identify their strengths, learn in several ways and help learners have control over their learning. Outstanding foreign language students have a highly developed memory ability and can assimilate information in large quantities and retrieve the information while interacting with others. There is no single method of teaching, writing, and learning that can suit all types of students because each and every individual enjoys varying levels of the different types of mutual intelligence. The result is that each learner will achieve a different level of success from another (Derakhshan & Faribi 63-72.).
For over a century, psychologists have utilized IQ measures to come up with an estimate of individual intelligence of people. IQ tests have a predictive quality, and the scores are powerful indicators of how people will function in professional and school set-up. Theoretically, IQ tests facilitate the description of the cognitive functioning of each person. Utilizing IQ test tools enables one to detect cognitive weaknesses and strengths which in turn can be used advice teachers on intervention strategies that are appropriately tailored for intervention, especially among children or learners with reading disability. Assessing whether there’s a discrepancy between academic and intellectual achievement among students with learning disabilities has been a major task over the past few years; this method of determining whether a child has a learning disability is known as discrepancy model. However, the model has been challenged because it introduces error in measurement provides only two extremes, low and high IQ poor readers. The model has not sufficiently provided assistance on decision-making in the Education sector. Education psychologists doing research on learning disability among children have resorted to understand a learner’s approach to problem-solving and learning. It is important to carry out a cognitive assessment to ascertain that the intellectual challenge given to a student is set at a suitable level. Teachers who don’t recognize that the performance of a child in the classroom does not depict their true potential can misjudge children; especially when the intellectual functioning of a child is based on their spelling and reading performance. IQ tests and other models of this nature play a fundamental role in eliminating such misconceptions. The availability of solutions based on a detailed profile of a child’s cognitive weaknesses and strengths can offer attractive alternatives to frustrated learners (Elliot & Resing 135-157).
The impact of multiple intelligence has been debated since the introduction of the theory. Information on intelligence can be useful to both the learner and the teacher. Learning on an online platform gives both the teacher and the learner equal responsibility. The students may have to develop weak intelligence so as to meet the class requirement and practice appropriate management of time. The teacher has the responsibility of presenting reading materials in a manner that is consistent with the student’s strongest learning intelligence. The online curriculum should also be developed to satisfy the needs of distance learning students; this requires the instructor to understand the various bits of intelligence of learners in the class. However, it is not clear how the performance of students who process information differently will be affected. Students with strong verbal/visual intelligence are likely to perform better in an online class. A student with weak interpersonal skills and doesn’t like social places but has a higher level of language intelligence is more likely to enjoy the set-up of web-based learning. Such a student will select their words carefully and produce written classwork without the issue of social approval (Riha & Robles-Pina 97-103). Every English language classroom has both male and female learners. Research done on the relationship between reading and multiple intelligence among both female and male learners revealed that both male and female students show no statistically significant variation in their profiles of multiple intelligence, except for a single type of intelligence known as the naturalistic intelligence. Therefore, teachers should have no concern about the different cognitive preferences among female and male students and that a technique that addresses the multiple intelligence of all students is appropriate (Sabet 75).
Implications
When teachers attempt to link the multiple intelligence theory to their activities in the classroom, all students should be given encouragement to utilize their strengths to ease the learning process. Students with intelligence areas that are fully developed should approach their learning using that specific intelligence an avenue to unlocking other areas of intelligence. Moreover, teachers should not only take an interest in the highest intelligence scores demonstrated by their students but also focus on bits of intelligence with the lowest scores to identify intelligence areas in each student that need to be developed. It is positively effective to activate and motivate mind of students regarding the different types of intelligence, and by working on special types of intelligence that activate a learner’s mind, learning of English will improve. The teachers have a crucial role to play in the distinguishing capability of students using multiple intelligence approaches and ultimately guide learners towards success. Multiple intelligence requires a lot of time to work on the model’s impact on learners.
Conclusion
Multiple intelligence approaches have proven successful in many cases as evidenced by research. More effort should be invested in areas where it has not been fully adopted, like in identifying children with reading disabilities and online learning. The full magnitude of the impact of multiple intelligence in the education system has not been felt yet. More research should be done to come up with more effect ways of implementing multiple intelligence in several sectors of education. The role played by teachers in the implementation of multiple intelligence cannot be overlooked, and more teachers should be educated on multiple intelligence and how it works. The variation in understanding and learning capability among students can be smoothened if multiple intelligence is successfully implemented in the education system. Each and every student has some unique type of intelligence which should be appropriately harnessed to ensure achievement of successful future.
Reflective Essay
The main aspects of education are reading, writing and communicating. Literacy is based on an individual’s ability to demonstrate all these skills in any language effectively. English is the most commonly spoken language on earth and is essential for a successful career in many countries in the world. Filipino readers and learner face the challenge of learning English as a second language to secure jobs in countries like the United States. The ability to learn written and spoken English and as well be able to read and comprehend English written materials has been a tall order for most Filipinos. The Multiple Intelligence approach has proved successful in helping people learn English more easily and can be a great tool for enabling each and every Filipino to learn English from their cognitive weaknesses and strengths. The multiple intelligence approaches is also key to eliminating aspects of spoken English like accent among the Filipinos. The English classes provided to ordinary Filipinos seeking employment in both skilled and unskilled sector of United States economy has not proven effective so far with most Latinos still struggling to pronounce specific English words while speaking. Multiple Intelligence approach can help eradicate the issue by handling each learner and encouraging them to use their strengths more frequently in their pursuit of English education Furthermore, and the model will harness their verbal skills by putting into consideration their social, cultural, and political background.
Work Cited
Currie, K. L. (2003). Multiple intelligence theory and the ESL classroom preliminary considerations. The Internet TESL Journal, 9(4). Retrieved from http:itestlj.org/
Derakhshan, A. & Faribi, M. (2015). Multiple intelligences language learning, and teaching. International Journal of English Linguistics, 5(4), 63-72.
Elliot, J. G., & Resing, W. C. M. (2015). Can intelligence testing inform educational intervention for children with reading diasability. Journal of Intelligence, 3, pp. 135-157. doi:10.3390/jintelligence3040137
Riha, M., & Robles-Pina, R. A (2009). The influence of multiple intelligence theory on web based learning. MERLOT Journal of Online Learning and Teaching, 5(1), pp. 97-103.
http://jolt.merlot.org/Vol5_No1.html
Sabet, M. K. (2016). The relationship between multiple intelligences and reading comprehension of EFL learners across genders. International Journal of Education & Literacy Studies, 4(1). doi:10.7575/aiac.ijels.v4n.1p74