NotesFAQContact Us
Search Tips
ERIC Number: ED241899
Record Type: RIE
Publication Date: 1983-Oct
Pages: 16
Abstractor: N/A
Reference Count: 0
Cognitive Style and Reading: Implications from Field Dependence Research for Reading Instruction.
Rasinski, Timothy
Of all cognitive styles, field dependence/independence (FD/I) is by far the most researched and has the greatest application potential to educational problems. Briefly stated, the FD/I dimension refers to people's ability to experience and interpret their environment in terms of a global versus analytic continuum. Field dependents are likely to favor vocational domains that have interpersonal emphasis and require social skills whereas field independents tend to show interest in domains emphasizing cognitive skills over interpersonal relations. Perhaps the most pervasive finding of all the FD/I research has been that field independents are more proficient readers than field dependents. Another implication from the research concerns structural provision for reading. All children seem to profit from structure, but field dependents benefit the most. This means that text headings, advanced organizers, outlines, purpose-setting questions, and semantic maps are structures that should help reading. Since field dependents seem to have more proficiency in social skills and in operating within a social context, the reading program should allow for plenty of social interaction among readers. As research continues in the FD/I area, more powerful suggestions for reading instruction may be indicated. FD/I research could help both shed light on individual differences in the reading process and devise instructional techniques to enable all children to gain and enjoy literacy. (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Great Lakes Regional Conference of the International Reading Association (5th, Springfield, IL, October 5-8, 1983).