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Download full textCelik, Suleyman – International Journal of Language Education, 2019
In this quasi-experimental study, quantitative findings were examined in terms of how grouping students based on their dominant type of Multiple intelligence and providing different Multiple Intelligence activities that correspond to their intelligence type effect the development of their reading skills. A control group and an experimental group…
Descriptors: Reading Comprehension, Undergraduate Students, Pretests Posttests, English (Second Language)
