Discusses the relation of research findings concerning field dependence-independence to conceptualizations of the process of learning to read. Proposes directions for investigation of the impact of individual differences in the acquisition of reading skills. (RJC)

Demonstrates how cognitive style can be a useful construct in understanding why some children learn to read easily while others do so with great difficulty. Overviews relevant findings from cognitive style research in areas related to both acquisition of word recognition skill and the development of comprehension processes. (MG)