The aim of this study is to explore the impact of "linguistic intelligence-based" activities on the development of reading comprehension skills and the attitude towards reading among third-grade students. To achieve the objectives of the study, the researcher has used mixed method mode; The experimental with semi-experimental method. The sample of the study consisted of third- grade students at the of Al Mawada Basic School (3-4) which located in Ibra, NorthEast governorate. 56 students were divided into two groups, the experimental group consists of 28 students which activities based on linguistic intelligence were applied on them. The another 28 students were as the control group; they were taught using the traditional teaching methods. In order to measure the research variables, the Reading Understanding Test and the Attitude Scale were used to measure students' attitude toward reading. The researcher used the Statistical Package for the Social Sciences (SPSS). The results showed that there are statistically significant differences at an indicative level (0,05≤ α) between the average scores of the experimental and control groups in the post application of the reading understanding test. The results also showed statistically significant differences at an indicative level (0,05≤ α) in the measure of students' attitude towards reading for the experimental group. The study recommended adding linguistic intelligence questions into the curricula of the third-grade students and conducting training courses on wording linguistic intelligence questions for teachers and asking linguistic intelligence questions while explaining reading lessons. The study suggested applying a similar study to linguistic intelligence questions in subjects other than the Arabic language Keywords: Reading understanding, Reading understanding skills, Linguistic intelligence, Linguistic intelligence-based activities, Attitudes.