The purpose of this study was to examine the interrelationships among five measures of aided reading comprehension (reading to each subject while he silently reads or follows along), intelligence, and three measures of cognitive style variables in first grade children. Thirty-four first graders, 13 boys and 21 girls, served as subjects. It was concluded that cognitive style tests can provide useful information to a reading teacher. The role which cognitive style variables play in terms of current conceptual and theoretical models of reading comprehension processed should continue to be examined. (Author/RB)