This book adheres to Howard Gardner’s (1983) MI theory to amplify its potential benefits and merits within the EFL context. The zenith of the study lies in the use of well-primed MI-based reading tasks to make learners versatile in reading comprehension. The ultimate goal is to tackle the problems of EFL learners when reading English materials. In fact, the design of the experiments in this work tailors to the needs, attitudes, talents, and differences of the EFL learners. Such a renowned and striking pedagogical challenge yields sophisticated results rectifying already-existing reading drawbacks among learners. In a nutshell, the authors provided sufficient background information and established a theoretical and empirical framework in the first two chapters. Methodology, data analyses, findings, and conclusions are dealt with in subsequent chapters.