Cognitive style, reading and language

The purpose of this study was to investigate the relation between the perceptual dimension of cognitive style and reading achievement. Exploration of relationships between verbal behavior, cognitive style and reading was also planned. The following hypotheses were tested: 1. Field independent second grade cnildren are better readers than field dependent second grade children. 2. Verbal fluency is not related to cognitive style. 3· Verbal fluency is not related to reading achievement. 4. The coding style of field independent children differs from the coding style of field dependent children. (See more in text)