ERIC Number: ED373312
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Differences in Cognitive Style and Student Reading Comprehension.
Wesson, Linda Hampton; Holman, David
A study replicated a study done in 1986: both studies determined the relationship among cognitive laterality, gender, and reading comprehension for African-American students, and the relationship between hemispheric preference and reading comprehension or gender. A standardized reading test to measure reading comprehension and the Cognitive Laterality Battery were administered to a sample of 72 male and 70 female African-American students in 1986 and 40 males and 41 females in 1994. Subjects were 16 to 18 years old. Both studies had similar results: no relationship was found between reading comprehension and cognitive laterality for either females or males. Nor was there any difference between the reading scores of females and males. However, there was a significant difference in cognitive style. The laterality of the females was significantly different from the laterality of the males with the females showing a left-laterality preference; the African-American males only marginally favored right laterality. (Contains 23 references and one table of data.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: African Americans
Note: Paper presented at the Annual Meeting of the American Educational Research Association (75th, New Orleans, LA, April 4-8, 1994).