This study investigated the relation between field independence/field dependence (FI/FD) and reading success. One hundred kindergarten children from a predominantly white, middle-class community were administered a Portable Rod and Frame Test as a measure of cognitive style. The upper and lower 27% were identified and designated Field Dependent…

This study investigated a psycholinguistic model of reading comprehension which attempts to relate readers' conceptual backgrounds to their ability to process syntactic structures. Specifically, the questions addressed involved the interaction between cognitive organizers and active and passive voices of verbs. Subjects included 409 third graders,…

This exploratory study investigated the relationships among three aspects of cognitive style and reading performance on the Gray Oral Reading Test for a sample of 100 fourth graders with IQs in the 85 to 115 range. The results indicated that there was a cognitive shift from reflection-impulsivity to automatization at the fourth-grade level, that…

The purpose of this study was to experiment with educational cognitive style as a vehicle for providing information to be used to personalize the instruction of ninth-grade biology students. Employed in the study was a conceptual framework called the "Educational Sciences" (as utilized at Oakland Community College in Michigan) which…

An educational cognitive style map was prepared for each new student in the Allied Health Division of Spartanburg Technical College in Fall 1978. The Cognitive Style Map Interest Inventory was administered and individual profile sheets were developed for each of the 130 students in the division. These profile sheets provided a composite picture of…