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 |
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| container_title | American educational research journal |
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| creator | Roberge, James J. Flexer, Barbara K. |
| description | 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. |
| doi_str_mv | 10.3102/00028312021001227 |
| format | Article |
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Psychology</topic><topic>Grade levels</topic><topic>Intelligence</topic><topic>Intelligence quotient</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Reading achievement</topic><topic>Reading tests</topic><topic>Reasoning</topic><topic>Standard score</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Roberge, James J.</creatorcontrib><creatorcontrib>Flexer, Barbara K.</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 17</collection><collection>Periodicals Index Online Segment 27</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Neurosciences Abstracts</collection><jtitle>American educational research journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Roberge, James J.</au><au>Flexer, Barbara K.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Cognitive Style, Operativity, and Reading Achievement</atitle><jtitle>American educational research journal</jtitle><date>1984-04-01</date><risdate>1984</risdate><volume>21</volume><issue>1</issue><spage>227</spage><epage>236</epage><pages>227-236</pages><issn>0002-8312</issn><eissn>1935-1011</eissn><abstract>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.</abstract><cop>Washington, DC</cop><pub>American Educational Research Association</pub><doi>10.3102/00028312021001227</doi><tpages>10</tpages></addata></record> |
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| identifier | ISSN: 0002-8312 |
| ispartof | American educational research journal, 1984-04, Vol.21 (1), p.227-236 |
| issn | 0002-8312 1935-1011 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_20073329 |
| source | Access via SAGE; Periodicals Index Online; JSTOR Archive Collection A-Z Listing |
| subjects | Biological and medical sciences Cognitive style Educational psychology Educational research Fundamental and applied biological sciences. Psychology Grade levels Intelligence Intelligence quotient Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reading achievement Reading tests Reasoning Standard score |
| title | Cognitive Style, Operativity, and Reading Achievement |
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