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Peer reviewed Peer reviewed
ERIC Number: EJ298947
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Cognitive Style, Operativity, and Reading Achievement.
Roberge, James J.; Flexer, Barbara K.
American Educational Research Journal, v21 n1 p227-36 Spr 1984
This developmental study was designed to examine the effects of field dependence-independence and level of operational development on the reading achievement of sixth, seventh, and eighth graders. Field dependence-independence had no significant effect on reading achievement, but high-operational students scored significantly higher than low-operational students. (Author/BW)
Descriptors: Analysis of Covariance, Developmental Stages, Field Dependence Independence, Intelligence Differences, Junior High Schools, Reading Achievement
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Formal Operations