Republic of the Philippines

Region IV-A CALABARZON

Kolehiyo ng Lungsod ng Lipa
College of Teacher Education

COMPILATION OF WRITTEN REPORT IN DEVELOPMENTAL READING 1

INTRINSIC FACTORS FOR READING ACHIEVEMENT

Leyesa, John Aldwin

Aguado, Donna
Orense Mary Rose D.
Pasia Karen O.
Pasia Jenny E.
2018
 INTRINSIC FACTORS FOR READING ACHIEVEMENT

Objectives:

1. To identify the differences of intrinsic and extrinsic motivation.

2. To reflect the importance of motivation in every activities of the students.
3. To participate in the class by the motivation use by the teacher.

Motivation
In order to help the students improve their reading achievements, it is important to
identify their source of motivation. Motivation is literally the desire to do things. It's the
difference between waking up before dawn to pound the pavement and lazing around the
house all day. It's the crucial element in setting and attaining goals—and research shows
you can influence your own levels of motivation and self-control. We can categorize
motivation as Intrinsic or Extrinsic.

Intrinsic Motivation
Is internalized and can be task related. Intrinsic motivation refers to behaviour that
is driven by internal rewards. In other words, the motivation to engage in behaviour arises
from within the individual because it is naturally satisfying to you. Intrinsic motivation is
an important topic in education. Teachers and instructional designers strive to develop
learning environments that are intrinsically rewarding. Unfortunately, many traditional
paradigms suggest that most students find learning boring so they must be extrinsically
goaded into educational activities. Intrinsic motivation is an energizing of behaviour that
comes from within an individual, out of will and interest for the activity at hand. No
external rewards are required to incite the intrinsically motivated person into action. The
reward is the behaviour itself. Logically, this seems like an ideal, for people to act as
“origins” of their behaviour rather than “pawns” (de Charms, 1968). However, it is
certainly not the case that every real world behavior stems from an intrinsic energy.
The factors they identify as increasing intrinsic motivation include:

 Challenge: People are more motivated when they pursue goals with personal
meaning and when attaining the goal is possible but not necessarily certain. These
goals may also relate to their self-esteem when performance feedback is available.
 Curiosity: Internal motivation is increased when something in the physical
environment grabs the individual's attention (sensory curiosity). It also occurs when
something about the activity stimulates the person to want to learn more (cognitive
curiosity).
 Control: People want control over themselves and their environments and want to
determine what they pursue.
  Cooperation and competition: Intrinsic motivation can be increased in situations
where people gain satisfaction from helping others. It also applies to cases where
they are able to compare their own performance favourably to that of others.
 Recognition: People enjoy having their accomplishment recognized by others,
which can increase internal motivation.

Extrinsic Motivation
Which is external to be the student, is often social? An extrinsic goal may involve
rewards. Intrinsic motivation refers to behaviour that is driven by internal rewards. In other
words, the motivation to engage in a behavior arises from within the individual because it
is naturally satisfying to you. Extrinsic motivation is a construct that pertains whenever an
activity is done in order to attain some separable outcome. Extrinsic motivation thus
contrasts with intrinsic motivation, which refers to doing an activity simply for the
enjoyment of the activity itself, rather than its instrumental value. However, unlike some
perspectives that view extrinsically motivated behaviour as invariantly no autonomous,
SDT proposes that extrinsic motivation can vary greatly in the degree to which it is
autonomous. Intrinsic motivation and becoming
more self-determined with respect to extrinsic motivation. We pointed out that in schools,
the facilitation of more self-determined learning requires classroom conditions that allow
satisfaction of these three basic human needs—that is that support the innate needs to feel
connected, effective, and agented as one is exposed to new ideas and exercises new skills.
There are important reason for understanding the
distinction between extrinsic and intrinsic motivation. A teacher who understands the
distinction will be better to determine whether the student goals match teachers goals.

Intrinsic Motivation: A Closer Look. Gagne and Driscoll have identified three sources of
Intrinsic Motivation: Curiosity, Achievement and Self-efficacy
Curiosity is a knowledge state caused by stimuli that are novel, complex and in some way
incongruous.
Achievement can be thought as need, something intrinsic to the learner, which can manifest
itself as an attitude of competitiveness. Self-
Efficacy –when students observe their own successful completion of academic task, the
development a belief in their ability to continue to do so.

Self-efficacy
When student observe their own successful completion of academic tasks, they
develop a belief in their ability to continue to do so – a belief we call self-efficacy (Bandura,
1977). A student’s belief about his or her own ability to perform successfully influences
his or her motivation. From experience, a student learn that he or she is able or unable to
perform well under certain conditions. For example, the student may classify him or
herself as a good or poor test-taker. Perhaps through experiences on standardized or
multiple-choice tests in class, the student has come to consider him or herself capable or
incapable of performing well on such test. The belief in the ability to perform under those
conditions represents a sense of self-efficacy. A student may develop expectations of self-
efficacy from a number of sources:

1. The first source of self-efficacy is simple self-observation. Past success leads you
to expect you will succeed in the future on similar tasks, such success enhances
your sense of self-efficacy.
2. A second source of self-efficacy is the observation of others. When you observe
others whom you perceive to be similar to yourself, you attend to their behavior;
you view yourself as being capable of achieving the same outcome they do. You
say to yourself, “If that person can do it, I can do it.”
3. A third source of self-efficacy is encouragement, usually in the form of verbal
praise. Verbal encouragement may come from a teacher who says, “I know that you
have the ability to accomplish this particular task and I’m confident that you will
be able to perform well.” Verbal encouragement can also come from one’s self, an
internal pep talk.
4. A fourth source of expectation for self-efficacy is emotional arousal. Some kind of
emotional event can spur your determination to attain a particular outcome. Perhaps
you have experienced, in your own academic career, a teacher who expressed doubt
in your abilities to do well in school. As a result of your indignation at the doubt
expressed by the teacher, you ought to prove to him or her, to others, and to yourself
that you are indeed capable of attaining what they thought was, for you,
unattainable. If a student has expectations of efficacy, if a student believes he or
she is capable of accomplishing a particular goal, the belief will serve as motivation.
The same is true even in cases where there are many obstacles to success. Consider
some of the extraordinary efforts expended by individuals in order to overcome
physical or intellectual challenges.

Some students will be physically, emotionally, or psychologically challenged in

some ways. When such students overcome obstacles and succeed in attaining the goals
they’ve set, they can be assumed to harbor expectations of efficacy. Learners who persist,
learners who believe in their abilities under certain conditions, and learners who exert an
extraordinary amount of effort in pursuit of a particular academic goal are motivated by
their sense of self-efficacy. They use their capabilities in a focused way. We often speak
of a student’s ability or inability to concentrate on a task. The student who is unable to
concentrate for an extended period of time on a particular task is assumed to be
unmotivated. The mental effort that a student exerts after an academic goal can be an index
of that student motivation.
We must, as teachers, set up the environment for our students. Included in that
environment are various forms of external reward, praise, and encouragement. We use
extrinsic motivation as a way to manage our classroom. Our goal, however, is to produce
students who are motivated intrinsically. As teachers, we are extrinsic to or students. How
can we behave in ways that will lead students to motivate themselves? The answer is, of
course, very carefully.

The Undermining Effect

The undermining effect is the result that extrinsic reward can have on behavior that
is intrinsically motivated. For example, a student who begins reading biographies of
renowned scientist which delighted parents and teachers with the new found interest. As a
function of their delight, the parents or teachers tells the student that for every biography
of a scientist read, he or she will receive some sort of reward- either free time in the
classroom or pursue the hobby of reading or release from household chore or some more
tangible reward. According to researchers, the establishment of external rewards may serve
to undermine the student’s intrinsic motivation. The student may begin to perceive his or
her reading behaviour as being caused not by some internal curiosity about the scientist,
not by some need to understand their characteristics and attitudes, not by some expectation
that he or she may have an ability to understand the personalities. Rather, the student may
begin to suspect that his or her reading behaviour is being caused by the rewards delivered
from external sources, the parents or the teacher.
It is tempting for a teacher to encourage academic pursuit, especially in a student who has
not demonstrated a keen interest in reading or writing or other cognitive activities.
However, teachers should take care in identifying those areas in which student require
motivation from external sources and to allow intrinsically motivated behaviour to flourish
on its own terms. The undermining effect appears to operate at all ages. The intrinsic
motivation of young children is especially susceptible to being undermined by extrinsic
rewards.
Motivation in reading plays a major role since it is an individual activity. The kind of
material to be read, and what to do with what has been read are determined by the pupil’s
motive or motives for reading. Pupil motives take precedence over materials or time. The
pupil selects what he wants to read. He decides what he wants to read about and why, or
he may consult with the teacher or sometimes with other pupil in order to clarify his
purposes. Or, because he was an active participant in a group or class project initiated either
by the teacher or the pupils, he discovers purposes for reading. This in turn means that to
plan, a teacher must have ways and means whereby pupil motives can be determined. This
can be done by:
 1. Keeping eyes and ears open to all activities throughout the day;
2. Noting special interests of pupils in the different curriculum areas;
3. Noting the response of pupils to varied selections especially the informative or
nonfiction type;
4. Making a check on each pupil’s toys, hobbies, home library;
5. Observing response to oral reports by classmates, a school librarian, or guests with
specialties (for instance, n engineer, patrolman, post maker, diary man, nurse, etc.)
A. Taking an inventory of pupil interest.
The grandest thing about motivation is the fact that the right and privilege of self -
selection command the pupil’s attention rather than demand it. Each pupil becomes
involved through his own ego and his response to the attention and regard obtained from
others.
Intelligence
The term intelligence, generally defined as a personal capacity to learn, is probably the one
piece of educational jargon most used in everyday language. As teachers, we learn about
the intelligence level of students. Intelligence is measured in schools periodically and is
included on most permanent records of students. Indeed, in many schools the measured
intelligence of a child is used in concert with other information to make instructional
decisions concerning a student’s future. The
measurement of intelligence yield and index is called an intelligence quotient (IQ). A
person’s IQ is typically represented by a single number. For example, someone with an IQ
of 102 is considered to be of average intelligence; an IQ of 120 is considered to be above
average. In and out of educational circles, when we talk about a person’s intelligence, we
usually think of it as a unitary thing that can be reflected in a single number. Incidentally,
while we usually talk about IQ as a single value, it is more accurate to speak of the probable
range of a person’s IQ. There has been a long
and animated debate among psychologist as to the meaning of the term intelligence.
Intelligence is a construct, an idea devised by a theorist in order to explain something else
(Cown & Roop). Intelligence, for example, has been used to explain why some students
graduate from law school and others can’t finish high school; why some student complete
tasks with ease and others struggle; why some students succeed and others fail. It is a
measure of differences among students. Some psychologists suggest that there is a general
overriding mental ability that can be referred to as a person’s intelligences. Others take the
view that intelligence is not a unitary thing. Rather, there are many intelligence.
A number of research studies have been done
to determine the relationship between reading achievement and intelligence. Albert Harris
(1963) indicates that the correlation between reading and individual verbal intelligence
tests, such as the Stanford-Binet, tends to be in the neighbourhood of .60 to .70. However,
as children enter the middle grades and begin to take group intelligence test that are more
verbally oriented and correlation may range from .70 to .85. On the nonverbal or non-
language tests, however, the correlations range much lower- between .20 to .40. The
question that reading specialists must ask is whether IQ is really a valid predictor of reading
ability. Louise Ames and Richard Walker (1964) did a study to determine whether
fifth grade reading achievement could be predicted from WISC IQ scores administered at
the kindergarten level. In their conclusion Ames and Walker stated that they believed that
the usefulness of their reported findings did not lie in their employment for predicting fifth
grade reading scores. Rather they offered the suggestion that individual subject
characteristics other than either general intelligence o specific reading skills contributed to
individual differences in reading at the above- average level as well as below average.

George and Evelyn Spache (1969) has similar viewpoint when they expressed that
intelligences test results are not highly predictive of early reading success. If pupils are
arranged in the order of their reading test scores after a period of training, the order just
does not neatly parallel a ranking based on mental age or intelligence quotient. Only the
extreme cases, the very superior and the mentally retarded pupils, tend to agree in their
ranks in reading and intelligence. The degree of reading success for most pupils is
determined not by their exact level or rank in intelligence but by other more influential
facts.
It seems evident then that we should not place a great deal of faith in IQ scores as
predictors of potential reading ability. However, as Spache and Spache point out, the IQ is
a fairly good predictor of reading ability for children with extremely high IQs or for
children who are mentally retarded. Most researchers agree that children with very low IQ
are at a considerable disadvantage in learning to read; therefore, a low IQ is often an
important hindering factor. For this reason it is often helpful to administer an individual
intelligence test as part of the normal diagnostic procedure among students.

Learning Style
Just as children differ in their capacity to learn, they differ in how they learn. This
well-accepted fact has enormous implications for classroom teaching. As Dr. Rita Dunn
and colleagues explained, "Learning style is biologicallly and developmentally imposed
set of personal characteristics that make the same teaching method effective for some and
ineffective for others. Every person has a learning style - it's as individual as a signature."

Osychologists have been studying differences in the ways that students learn for
several decades. Some students work better than others when tasks are highly structured.
Some can study effectively with the stereo blaring; others need a quiet environment. Some
students learn well from one particular teacher, while others in the same class learn very
little. By identifying student's learning styles, we can understand diversity in classrooms,
and select particular instructional methods and techniques to accommodate it.

Students have different learning styles just as they have different oersonalities .
Indeed, one way of approaching the question of learning styles is to first consider
personality types. Carl Jung, in his correspondence with Sigmund Freud, postulated
personality types. In the book people types and Tiger Stripes, (Cown@Roop,1992), Jung's
personality types were organized into four bipolar pairs: 1.
Extrovert-Introvert. A person who is out going and vivacious is classified as an extrovert.
An introvert does not share his or her feelings freely.
2. Sensory-Intuitive. Sensory types rely on the evidence of their senses. A person who
relies on "gut feelings" is classified as ituitive. 3.
Thinker-Feeler. A thinker is one who relies on logic more often than emotion. A person
who responds emotionally to situations is classified as a feeler. 4.
Judger-Perceiver. A person who takes time to evaluate various aspects of a situation is
classified as a judger. A perceiver acts on unanalyzed events.
Meinke (1987) investigated the relationship between personality types and learning
styles among first year college students who were education majors. Meinke found that the
greatest learning-style differences were between judger's and perceivers. Convergent
thinkers tend to react to instructional materials in conventional ways. Divergent thinkers
tend to respond in unconventional or idiosyncratic ways. We tend to think of divergent
thinkers as being more creative in their responses to instructional tasks and materials. If a
teacher decides to encourage one style or the other - in order tob "balance" a student’s
operational approach, for instance- instructional tasks can be designed to encourage either
conventional or unconventional thinking. Sensory Preferences. The most
familiar concept of learning style involves children's sensory preferences and how those
preferences affect their learning. We label such preferences visual, auditory, Kinesthetic,
and tactile. In the simplest sense, visual learners are those who best acquire new
information through sight. For example, the visual learners would prefer the teacher to
demonstrate an assignment, rather than just describe it. The auditory learner needs to hear
an explanation of the content. The tactile learner learns best by manipulating materials. A
Kinesthetics learner prefers to use the whole body, favouring such activities as
dramatization and pantomime, field trips, and interviewing.
Individual Preferences. Sensory preferences are just one aspects of learning style. Dunn
and other researchers have found many other aspects, including individual preferences for
sound levels, light levels, temperature, seating arrangements, mobility, group size, type of
learning activity, eating and /or drinking while concentrating l, and chronobiology.
Research on hemisphericity reveals some interesting findings. For example,
students who are identified as persistent usually are left-brain processors. Gifted and highly
gifted students more often have a right - brain orientation. They and other right hemisphere
learners dislike structure and are strongly peer motivated, Dunn reports. Left hemisphere
children prefer conventionally designed classrooms with more structure and More visual
rather than tactile or Kinesthetics resources. Interestingly this traits cut across age groups,
ability groups, cultural groups, and even families, as Dunn reports that parents and siblings
tend to be more different than alike in hemisphericity. Learning styles
research also documents the effectiveness of small-group learning. Dunn reports that
except among the gifted, students in grades 3 through 8 will learn better if they can work
in small, well-organized groups, as opposed to working either alone or with the teacher.
Many students have intake preferences - difference on their need to eat and/or drink while
concentrating. Common Myths. Learning - style research
also exposes many of the myths. The research shows that when instruction is matched with
children's learning preferences, whether they be social, sensory, environmental,
hemispheric, or related to mobility or time of the day, achievement increases and
behaviours improve. Teachers have learning style,L's, too, which contribute to their
teaching styles.

What should you do about the differences in learning styles that students will bring to your
classroom? First,
be aware that they exist; that they are important contributors to the diversity you will
encounter.

Second, analyze how students respond to various learning tasks you give them. For
example, during class discussion or reviews, notice which students respond to questions
immediately and which students prefer to think about the answers. The tasks your students
perform provide more than just ways of collecting scores for the grade book; they are
opportunities for you to learn about your students. Third, allow
for learning -style differences by planning a variety of learning activities. As you plan,
keep in mind your own teaching preferences. If a teachers plan reflects only the most
preferred activity, some students learning styles will never be accommodated.
In a perfect world could
establish a learning style profile for each child in every school and offer learning
environments and experiences exactly suited to each. There are several important changes
teachers can make. First, we need to
change our attitudes and understand that one learning style is neither superior nor inferior
to others; they're simply different. Each style exhibits similar intelligence ranges. Some
components of learning style are developed through experiences, but most are biological
in nature and extremely resistant to change. It is unreasonable and unproductive to expect
children to alter their learning styles to match the teachers. Differences among diverse
cultures tend to be developmental aspects of style. Yet Dunn and others have found as
many style differences within cultural groups as between them. Some children, often those
who are low - achieving or misbehaving, are actually physically uncomfortable with their
teachers style. Second, we can alter our instruction to
provide many different types of strategies, activities, and experiences - something for
everyone. Different group configurations, opportunities to move and interact with learning
materials, structured and unstructured activities, verbal explanations, and visual resources
are all examples of different approaches.
Finally, we can organize our classrooms to provide different types
of lighting, sound, and seating arrangements, allowing children frequent choices about
where they want to be. The cozy reading corners set up in some classroom are good
example. These areas feature softer lighting, informal seating, and sometimes, low music
for background noise. It's a lot more difficult to provide areas of temperature differences,
but children can adjust their clothing according to their preferences. Teachers who
understand intake preferences may allow for small snacks or water Sippers to be used in
class.

Aspects or Dimensions of Individual Learning Styles

Biological Developmental

- sound. Sociological

- light. Preference

- temperature. . - motivation

- design(seating arrangement). - responsibility

- perception (sensory). - need for structure

- intake ( need to eat/drink while concentrating)

-chrome biological highs and lows

Many teachers do not attempt to match their instructional practices with the
learning styles of their students. It is not clear whether this happens because these teachers
are unaware of style differences, because they do not assess style, or because they do not
plan activities with learning styles in mind. Research suggests, however, that taking the
time to determine learning styles and then using that information in planning is worth the
effort.

(From: Shalaway, Linda,Learning to teach, 1997 p. 60)

(From: Shalaway, Linda,Learning to teach, 1997 p. 60)

 Self concept
The self-concept and its close relationship with teacher expectation is a
psychological factor that should not be overlooked. William Padelfords study (1969) has
shown that a significant positive relationship does exist between reading achievement and
self-concept. Adelford found that this relationship exists regardless of ethnic group,
socioeconomic level or sex.
Although little is known regarding the percentage of disabled readers whose
problems are directly related to the possession of a low self-concept, researchers know that
the problem exists. Frances Pryor (1975) states, "Changing poor readers self-concept by
bolstering his feelings about himself is perhaps the first step toward improving the
academic problem." For this reason, this factor should not be overlooked in the initial
diagnosis of the reader.
Cognitive development certainly affects the changing structure of the self. School-
age children are better at coordinating several aspects of a situation in reasoning about their
physical world. They
show improved ability to relate separate observations in the social realms as well.
Consequently, they combine typical experiences and behaviors into stable psychological
dispositions and acknowledge both positive and negative traits. In middle childhood,
children also gain a clearer understanding of traits as linked to specific desires and,
therefore, as causes of behavior. For this reason, they may mention traits more often. And
formal operational thought transforms the adolescent's vision of the self into a complex,
well-organized, internally consistent picture (Harter,1996).
The changing content of the self is a product of both cognitive capacities and feedback
from others. Early in this century, sociologist George Herbert Mead (1934) described the
self as blend of what we imagine important people in our lives think of us. He believed that
a psychological self emerges when the childs I-self comprehends the attitudes of significant
others and adopt a view of themself that resembles those attitudes. Mead called this
reflected self the generalized other. Mead's ideas indicate that perspective - taking skills-
in particular, an improved ability to infer what other people are thinking- are crucial in the
development of a self-concept based on personality traits. Perspective taking improves
greatly over middle childhood and adolescence. Young people become a better at "reading"
messages they receive from others and incorporating these into their self a definitions.

Multiple abilities/Multiple intelligences

The traditional concept of “intelligence” has limited our capacity for adequately
providing for children. But psychologists and educational researchers now offer
convincing evidence that ability and intelligence are broad concepts encompassing many
human traits and activities. We all have talents and intelligence. As a classroom teacher,
think of yourself as a “talent scout” working to identify each student’s unique strengths
and abilities and using those strengths and abilities and using those strengths to help
students improve less-developed abilities. “Every child is special if we create conditions in
which that child can be a specialist within an especially group” says Joseph Renzulli,
director of the national research center on the gifted and talented.
Seven Different Intelligences
Perhaps the strongest support for the idea of multiple intelligences and abilities
comes from the long-term and widely recognized work of Harvard psychologist Dr.
Howard Gardner. “Human beings have evolved over long period of time to think in at least
seven ways, which I call intelligences.” Gardner explains. He points out these are the
intelligences most valued and emphasized schools:

1. Logical – mathematical
(The ability to reason deductively or inductively and to recognize and manipulate
abstract patterns and relationships);
2. Verbal Linguistic
(Ease with reading, and writing skills, and sensitivity to the nuances, order, and
rhythm of words) there are at least five other types of intelligences.
3. Musical-rhythmic
(Sensitivity to pitch, timbre, and rhythm of sounds; and responsiveness to music);
4. Visual- Spatial
(The ability to create visual-spatial representations of the world and to transfer
those representations mentally or concretely- to think in pictures);
5. Bodily-kinesthetics
(Using the body to solve problems creates products, and conveys ideas and
emotions);
6. Interpersonal-social
(Ability to work effectively with and understand others, and to notice their goals,
motivations, and intentions); and
7. Intrapersonal-introspective
(Working well alone at own pace)
Intellectual Capacity is fluid
“Our intellectual capacity will change,” she writes, depending on the opportunities
we are given to develop.” Higher Order
Thinking Skills Putting
this “lack of opportunity and experience” Thinking processes must be modelled for
children through sophisticated conversation, Pogrow claims. HOTS teach them to make
those links. A specially designated HOTS receives intensive training in socratic teaching
methods, and the curriculum focuses on the thinking process rather than specific content.

OUTPUT:
I. Write true if the statement is correct and false if it is wrong.
_________1. Intrinsic Motivation is goal that involved rewards.
Answer: False
_________2. Motivation is literally the desire to do things.
Answer: True
________3. Extrinsic motivation is internalized and can be task related.
Answer: False
________4. Curiosity is a knowledge state cause by stimuli that are novel, complex,
or in some way incongruous.
Answer: True
________5. Achievement is not a source of motivation and cannot be thought of as a
need and something intrinsic to the learner.
Answer: False
________6. Intelligence is generally define as a personal capacity to learn, is probably
the one piece of educational jargon most use in everyday language.
Answer: True
________7. The students observe their own successful completion of academic task is
known as Self-efficacy.
Answer: True
________8. The undermining effect is the result that extrinsic reward can have own
behaviour intrinsically motivated.
Answer: True
________9. The traditional concept of intelligence has limited capacity for adequately
providing for children are multiple abilities/ multiple intelligences.
Answer: True
________10. George and Evelyn Spache did a study a fifth grade reading achievement
as predicted to Wisc IQ scores administered at the kindergarten.
Answer: False
II. Match column A with column B. Write the answer in the space provided for each
number.
______1. A person who is outgoing and vivacious A. Sensory- Intuitive is
classified as extrovert. B.Judger-Perceiver
Answer: C
______2. Sensory types rely on the evidence C. Extrovert-Introvert
of their senses. D. Thinker-Feeler
Answer: A
______3. A thinker is one who relies on logic E.Intrapersonal-
more often than emotion. introspective
Answer: D
______4. A person who takes time to evaluate F. bodily-kinesthetics
various aspects of a situation is classified as a judger. H. logical-
Answer: B
______5. The ability to reason deductively or inductively I.musical-rhythmic
mathematical and to recognize and manipulate abstract
patterns and relationship.
Answer: H
______6. Ease with reading and writing skills and sensitivity J. verbal linguistic
to the nuances, order and rhythm of words K. visual-spatial
Answer: J
______7. Sensitivity to pitch, timbre and rhythm of
sounds and responsiveness to music.
Answer: I
______8. The ability to create visual-spatial representations
of the world and to transfer those representations
mentally or concretely to think in pictures.
Answer: K
______9. Using the body to solve problems create products,
convey ideas and emotions.
Answer: F
______10. Working well alone at own pace.
Answer: E