3. LEARNING MODALIES/ STYLE INVENTORY
CITE
LEARNING MODALIES/
STYLE INVENTORY

4. Major Areas Assessed by CITE
Auditory
Language
Numerical
Visual
Kinesthetic-Tactile
Interactive
Individual
Group
Expressive
Oral
Written

5. Modes Auditory Visual Combined: Auditory, Visual, Kinesthetic Hearing
Seeing
Hearing, Seeing, and touching/ moving

6. CITE Academic Areas
Language
Mathematics

7. Cite Areas Auditory Language Visual Language Auditory Numerical
Visual Numerical
Auditory/Visual/ Kinesthetic Combination
Hearing words spoken
Reading words
Hearing numbers
Seeing numbers
Doing/Experiences

8. CITE Interaction Modes
Individual Learner
Group Learner
Works better when working independently
Works better with at least one other student

9. CITE Expressive Modes Oral Expressive Written Expressive
Can tell you what he knows
Can write what he knows

10. About the CITE May be read to 2nd graders Grade: 3 – Adult
May be read to the student if reader will not lead with voice or expressions
Younger children may need smiley faces to show ranking and use only three ranks.
Grade: 3 – Adult
45 Questions to read and answer
Response is
4 Most Like Me 3 2
1 Least Like Me

11. Results Major Learning Style Minor Learning Style Negligible Use
The student prefers this mode of learning, feels comfortable with it, and uses it for important (to the student) learning. A student does not necessarily have one and only one preferred style.
The student uses this mode but usually as a second choice or in conjunction with other learning styles.
The student prefers not to use this if other choices are available . The student does not feel comfortable with this style.
Major Learning Style
Minor Learning Style
Negligible Use

12. CITE Scores Major Learning Style Minor Learning Style Negligible Use

13. The CITE Reports The Student completes a graphic of the scores
The computer prints out the items, response number, the results and recommendations
The teacher completes a classroom profile
Style Page 12/16 – gives the student strengths and assists in developmental guidance.
Computer program is included on the CD accompanying this program. It provides information for teacher, parent, and older student.
Style Page 16/16 depicts planning for the individual student and for the class.

14. Administering the CITE
Explain 1 is not what I do or low/least and 4 is what I do or high/most. 2 is I may use this one and 3 is one I often use this.
Practice with this ranking.
Explain they are to read each of the 45 statements and circle 1, 2, 3, or 4
For younger students, the teacher may read the test taking care not to show how to answer. Three smiley faces – sad, straight line, and smiles may be used.

15. Scoring the CITE Older students may score their own test
For those using the computer, the score and results will be given automatically. The student may then graph the results.
For younger students, the teacher will score.

16. The CITE Scoring Process Record the response to each question on the score sheet Style Page 11/16 For example the Visual Language questions are
A score of 34 is the lowest level of Major Learning Style (34-40)
This score would be recorded on the Student Profile graph on Style 12/16
5 –
13 –
21 –
29 –
37 –
TOTAL 17
x 2
SCORE 34

17. Plotting the CITE Score
Use Style page 12/16
Record child’s score on each area from page 11/16 to create a bar graph. Bars may be colored.
Bars with a score of would be green
Bars with a score of would be red
Other bars would be student choice or leave white

18. VL VN AL Negligible Use Minor Style Major Style 10 12 14 16 18 20 2224 26 28 30 32 34 36 38 40 VL VN AL

19. Plotting CITE Class Profile
Use Style Page 16/16
Record each student’s name and scores in the horizontal bars of the grid
Reading horizontally provides an individual student’s score
Reading Vertically provides a classroom profile for that area. (If the teacher takes the test his/her score would be recorded last.
Hint: Color code scores green and red to create a colored guide of the class for each area Designed by F.B. Mann, III; Assistant Superintendent: Secondary Education; Wyoming County, WV-conducted 10 years research

20. Cognitive Social Expressive
Student VL VN AL AN KT IN GR OR WR
Bill 36 32 28 22 24
Sue 20 12 26
Mary 38 16 30 18
Kama 40 34 14 C
See Style Pages 6/16 and 16/16

21. Using The CITE
Visual Numerical (VN) Learner This student has to see numbers on the board, in a book, or on a paper in order to work with them. He is more likely to remember and understand math facts if he has seen them. He does not seem to need as much oral explanation.
VN Teaching Techniques This student will benefit from worksheets, work-books, and texts. Give a variety of written materials and allow time to study it. In playing games and being involved in activities with numbers/number problems, make sure they are visible, printed numbers, not oral games and activities. Important data should be given on paper.
See Style Pages 13/16, 14/16, 15/16

22. Using the Results
The computer program prints out the definitions and the techniques for the parent and for the teacher.
Pages Style 13/16 – 15/16 may be copied and the strengths circled in one color and the negligible in another color.
This information may be used for areas such as teaching, counseling, conferencing, and developmental guidance.

23. Something to Think About
Each student will use a variety of styles. Subject content does make a difference. Style can expand.
A classroom will usually have every combination.
Teachers usually teach in THEIR preferred style.
Teaching should not always be toward a strength. All styles need some development. The key is
WHEN IT IS CRUCIAL – PREFERRED STYLE
Research have found STYLE can make a crucial difference. Style relates to Brain Compatible Learning and Multiple Intelligences.
Cooperative Learning Structures facilitate using all the styles.