Reading achievement and cognitive style

Includes bibliographical references (pages 28-29)To clarify the contention that reading programs\ud should take the cognitive style of students into account,\ud this investigation studied the relationship of cognitive\ud style to reading achievement, and, in addition, to sex and\ud school. Using ANOVA in a 2 by 2 by J factorial design, the\ud problem was studied among 83 high, average, and low\ud readers in the sixth grade at two Los Angeles schools.\ud Cognitive style was defined using Witkin's (1962) globalanalytic\ud continuum and measured using his sophistication-of-\ud body-concept scale. Among both sexes and at both\ud schools, cognitive style was significantly related at the\ud .05 level to reading achievement, with high achieving\ud groups being more analytic than low ones. These findings\ud gave further support to the conclusion that there is a\ud significant difference in cognitive style among reading\ud achievement groups