This study attempts to incorporate Multiple Intelligences (MI) theory in teaching reading comprehension. In so doing, it develops a training program for developing reading comprehension teaching skills for a sample of 20 preparatory stage EFL teachers in the light of MI theory. The study adopts the one experimental group of pre-post design. It uses two main tools: a pre-posttest to measure the trainees' knowledge and concepts related to MI theory and its contributions in TEFL and two observation checklists to measure the development of the trainees' performance in teaching literal and inferential reading comprehension in the light of MI theory. It concludes that MI teaching techniques contribute to developing EFL teachers literal and inferential reading comprehension teaching skills.

PhD candidate in TEFL. She obtained her Masters' degree in English language teaching, Girls' College, department of Curricula and teaching methodology, Ain Shams university, Egypt, 2008. She worked as an EFL teacher for seven years. She is currently working as an assistant lecturer, dept of English, Faculty of Humanities, Sinai University, Egypt.