International Journal of Education, Learning and Development Vol.1, No.2, pp. 61-72, December 2013 Published by European Centre for Research Training and Development UK(www.ea-journals.org) 61 MULTIPLE INTELLIGENCES OF TYPICAL READERS AND DYSLEXIC ADOLESCENCES Andreou, Eleni*; Vlachos, Filippos** & Stavroussi, Panagiota** * Department of Primary Education, University of Thessaly, Volos, Greece ** Department of Special Education, University of Thessaly, Volos, Greece ABSTRACT: The study of multiple abilities or intelligences could be a very promising field of research for students with learning difficulties, in order to build into alternative learning plans to enhance language acquisition and reading ability. The main purpose of the present study was to assess the relationship between dyslexia and multiple intelligences as described by Gardner (1983). A total of 117 secondary school students (39 dylexic and 78 typical readers) examined using the Multiple Intelligences Test. Results showed that dyslexic students displayed a preference for spatial intelligence and had less linguistic abilities, compared to the typical readers. Moreover, scores on the spatial intelligence scale were positively related to the likelihood of being member of the dyslexic group while, scores on the linguistic intelligence were negatively associated to this likelihood. The paper discusses these results in the light of recent research on abilities and disabilities associated with dyslexia, as well as in terms of their application to classroom learning for students with dyslexia. KEYWORDS: dyslexic adolescents, typical readers, multiple intelligences INTRODUCTION Traditionally, special educators have believed that the learning achievement of students with disabilities can be improved if more appropriate and effective learning and teaching strategies are implemented. Individuals learn in different ways and demonstrate certain strengths. If their learning strengths and preferences can be more fully developed, the learning gap will be closed. Based on Gardner’s multiple intelligence theories (Gardner, 1983; 1999; 2006), Rose and Meyer (2002) argue that students have various multifaceted learning abilities and potentials and that if they have deficits in a specific area(s), they will be compensated for by the strength in others. In the first edition of his multiple intelligence theory, using seven intelligences, Gardner (1983) argued that every individual has different strengths and weaknesses in his/her intelligence although the potential of the intelligence is unchanged. The seven intelligences and their locations in the brain are as follows: (a) linguistic intelligence, which can be found in Broca’s area and both hemispheres; (b) logical-mathematical intelligence which can be found in the left hemispheres; (c) musical intelligence, which is mostly developed in the right hemisphere; (d) spatial intelligence in the posterior regions of the right cerebral cortex; (e) bodily kinesthetic intelligence, located in the cerebellum and concerns the thalamus, main ganglions and others parts of the brain; (f) interpersonal and (g) intrapersonal, which are both served largely by the frontal lobes. In his newest edition