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ERIC Number: ED223996
Record Type: RIE
Publication Date: 1982-Feb
Pages: 11
Abstractor: N/A
Reference Count: 0
The Influence of Children's Cognitive Styles on Reading Comprehension.
Pitts, Murray C.; Thompson, Bruce
A study of 103 second, third, and fourth grade students investigated relationships among cognitive styles and reading comprehension. Each subject was individually tested using four different instruments to assess four cognitive styles: (1) field-independence/dependence (ability to locate a simple figure--concept--hidden in a complex field), (2) conceptual tempo (how one responds in situations of response uncertainty), (3) breadth of categorization (identifying maximum and minimum plausible answers to a variable), and (4) attentional style (attending to relevant stimuli while ignoring irrelevant stimuli). The dependent variable in the study was reading comprehension ability, as measured by a test developed by the Educational Testing Service. The results suggest that cognitive styles, especially field-independence, are in fact related to reading comprehension and that students who are relatively field-dependent, impulsive in responding, and distracted by irrelevant stimuli are most likely to have difficulty with reading comprehension as a result of learning styles. Teachers might employ style measures to help identify these high risk students, and may also try to help students modify styles, or help them use strategies that compensate for style-related difficulties. For example, impulsive students might be rewarded for reading all directions and 11 possible answers before responding to questions, and students with constricted control might be given a quiet area in which to work. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Austin, TX, February 1982).