The relationship of eye movements while watching television to reading ability, cognitive style, and mode of presentation was studied using as subjects 85 third-grade children who had been classified as good or poor readers by scores on the Gates-MacGinitie Reading Test; their cognitive style was measured by the Children's Embedded Figures which classified subjects as field dependent or independent. A Polymetric Eye Movement recorder was used to measure attention as children viewed seven static and seven dynamic segments from The Electric Company. The results indicated that the effects of these factors varied from segment to segment although several overall effects achieved significance. It was concluded that eye movement research is a useful tool for assessing individual differences across instructional modes. (Author)