This qualitative case study employed Wittrock's Generative Learning Model to examine in-depth one kindergarten child's comprehension when reading considerate and inconsiderate CD-ROM talking books in a classroom computer center. A CD-ROM talking book consists of a story told through multimedia modes of information that has been digitized on a CD. Considerate CD-ROM talking books are those that include multimedia effects that are congruent with and integral to the story. Inconsiderate CD-ROM talking books are those that include multimedia effects that are incongruent with or incidental to the story. Findings indicate that considerate CD-ROM talking books supported the child's understanding and retelling of the story and involved meaning-making processes that wove together affective responses, cognitive processes, and metacognitive activity; however, inconsiderate CD-ROM talking books resulted in the child's inability to retell the story in a cohesive way and fostered passive viewing. Implications for research and practice are drawn.
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