CITE
LEARNING
MODALIES/
STYLE INVENTORY
Major Areas Assessed by
CITE
 Auditory
– Language
– Numerical
 Visual
– Language
– Numerical
 Kinesthetic-Tactile
 Interactive
– Individual
– Group
 Expressive
– Oral
– Written
Modes
 Auditory
 Visual
 Combined:
Auditory,
Visual,
Kinesthetic
 Hearing
 Seeing
 Hearing,
Seeing, and
touching/
moving
CITE Academic Areas
Language
Mathematics
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
CITE Interaction Modes
 Individual Learner
 Group Learner
 Works better when
working
independently
 Works better with
at least one other
student
CITE Expressive Modes
 Oral Expressive
 Can tell you
what he knows
 Written
Expressive
 Can write what
he knows
About the CITE
 May be read to 2nd
 Grade: 3 – Adult
graders
 45 Questions to read
 May be read to the
and answer
student if reader will
 Response is
not lead with voice or
– 4 Most Like Me
expressions
–3
 Younger children may
–2
need smiley faces to
– 1 Least Like Me
show ranking and use
only three ranks.
Results
 The student prefers this mode
 Major Learning of learning, feels comfortable
Style
with it, and uses it for
important (to the student)
learning. A student does not
necessarily have one and only
 Minor Learning one preferred style.
 The student uses this mode but
Style
usually as a second choice or in
conjunction with other
learning styles.
 Negligible Use
 The student prefers not to use
this if other choices are
available . The student does
not feel comfortable with this
style.
CITE Scores
 Major Learning Style
 Minor Learning Style
 Negligible Use
 34 - 40
 20 - 32
 10 - 18
The CITE Reports
 Style Page 12/16 – gives the
 The Student
student strengths and assists in
completes a graphic
developmental guidance.
of the scores
 The computer prints  Computer program is included
on the CD accompanying this
out the items,
program. It provides
response number,
information for teacher, parent,
the results and
and older student.
recommendations
 The teacher
completes a
classroom profile

Style Page 16/16 depicts
planning for the individual
student and for the class.
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.
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.
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
 5–
 13 –
 21 –
 29 –
 37 –
TOTAL
4
3
4
2
4
17
x2
SCORE 34
 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
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 34-40 would be green
– Bars with a score of 10-18 would be red
– Other bars would be student choice or leave
white
LEARNING
STYLE
PROFILE
Negligible Use
Name _________________________
Date __________________________
Minor Style
Major Style
10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40
V
L
V
N
A
L
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 34-40 green and 10-18
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
Cognitive
Social
Expressive
Student
VL VN AL AN KT
IN GR OR WR
Bill
36 36 32 28 22
32 36
24
32
Sue
20 32 28 12 36
26 24
32
32
Mary 32 38 24 22 16
30 30
38
18
Kama 18 40 34 14 20
28 18
32
18
C
C
C C
See Style Pages 6/16 and 16/16
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, workbooks, 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
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.
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.