Reading comprehension skills and their relationship to linguistic intelligence among middle school students

Abstract

The research aims to know: Reading comprehension skills and their relationship to linguistic intelligence among middle school students. The researcher identified his research sample, as the number of its members reached (106) students, with a percentage of (20%) of the total sample, from the fifth grade of middle school in Babel Governorate \ Al-Musayyib District \ Al-Musayyib Education Department / Judicial Schools for the academic year (2020-2021), and in order to achieve the goals of the research, the researcher prepared a test tool for reading comprehension skills, and the researcher adopted a language intelligence test tool translated into (Howard Gardard) for the researcher (Ghanem, 2011). The researcher extracted the psychometric properties of the two tools. The researcher applied the two tools to the research sample, and then used statistical treatments appropriate to the research. The results for the first goal showed a difference between the average scores of the research sample students in reading comprehension skills, as it appeared that the research sample has reading comprehension skills. As for the second goal, After taking the standard deviation on both sides of the mean, we will find that (25%) falls below the mean, which constitutes (27) students from the sample members, and (65%) constitutes an average on the linguistic intelligence test, which constitutes (67) students from among the sample members, and ( 10%) constitutes a high performance above average, which constitutes (12) students. The third goal was to extract the Pearson correlation coefficient between reading comprehension skills and linguistic intelligence, as the correlation coefficient reached (0.172), and for the purpose of knowing the significance of the relationship, the T value of (6,321) was extracted, which is greater than the tabular value (1.96), at the level of Significance (5.,.), Which indicates that there is a significant correlation between reading comprehension skills and linguistic intelligence for a sample of society. In light of the results, the researcher recommended a number of recommendations, and suggested a number of proposals.