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Student Interactions With CD-ROM Storybooks: A Look At Potential Relationships Between Multiple Intelligence Strengths And Levels Of Interaction

Huffman, Celia A.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1332695988

Abstract Details

2012, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
This study looked at the potential relationship that may exist between students’ intelligence strengths, in particular their spatial and kinesthetic strengths, and their combined cognitive and metacognitive levels of interaction with a CD-ROM storybook. The multiple intelligence strengths of a sample of students, measured via the MIDAS/My Young Child (Shearer, 1994-2002) was correlated with their levels of interactions with the CD-ROM storybook as measured by the researcher’s adaptation of a rubric used by Labbo & Kuhn (2000). It was predicted that correlational analysis would show different measures of positive relationships between all intelligence strengths but a higher positive relationship between both the spatial intelligence strength and combined cognitive and metacognitive levels of interaction with the CD-ROM storybook and also between kinesthetic intelligence strength and combined cognitive and metacognitive levels of interaction with the CD-ROM storybook. Results appeared to demonstrate that it was the unique student intelligence profile as an entity, as opposed to particular and individual intelligence strengths, in relation to the content of the storybook that was more informative concerning potential relationships at work.
Timothy Rasinski, PhD (Committee Co-Chair)
William Kist, PhD (Committee Co-Chair)
Carolyn Brodie, PhD (Committee Member)
274 p.
Early Childhood Education; Education; Educational Software; Educational Technology; Elementary Education; Instructional Design; Library Science; Literacy; Multimedia Communications; Pedagogy; Preschool Education; Psychological Tests; Psychology; Reading Instruction; Te
technology; literacy; CD-ROM storybooks; computers; transmedia; new literacies; multimedia; multiple intelligence theory; reader response; e-readers; e-storybooks

Recommended Citations

Citations

  • Huffman, C. A. (2012). Student Interactions With CD-ROM Storybooks: A Look At Potential Relationships Between Multiple Intelligence Strengths And Levels Of Interaction [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1332695988

    APA Style (7th edition)

  • Huffman, Celia. Student Interactions With CD-ROM Storybooks: A Look At Potential Relationships Between Multiple Intelligence Strengths And Levels Of Interaction. 2012. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1332695988.

    MLA Style (8th edition)

  • Huffman, Celia. "Student Interactions With CD-ROM Storybooks: A Look At Potential Relationships Between Multiple Intelligence Strengths And Levels Of Interaction." Doctoral dissertation, Kent State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1332695988

    Chicago Manual of Style (17th edition)

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© 2012, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.