Cognitive Style, Operativity, and Reading Achievement

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. An analysis of covariance was performed on the reading achievement test scores. Field dependence-indepe...

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Veröffentlicht in:American educational research journal 1984-04, Vol.21 (1), p.227-236
Hauptverfasser: Roberge, James J., Flexer, Barbara K.
Format: Artikel
Sprache:eng
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Zusammenfassung: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. An analysis of covariance was performed on the reading achievement test scores. Field dependence-independence had no significant effect on students' reading achievement, but high-operational students scored significantly higher than low-operational students on all of the tests. The educational implications of the findings are discussed.
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312021001227