This paper proposes a method for studying the effect of an individual difference variable--field dependence-independence--on the ability of a student to read and understand text information presented on a computer screen. It is argued that in order to improve individualized instruction, learning must be related to predictions of what part of the environment individuals will process based on individual difference variables. Participants of the proposed study will be 200 undergraduates divided into two groups: one group will receive a selection of instructional text on a microcomputer containing key words used as center and side headings; the other group will receive the same selection of instructional text minus the center and side headings. Although findings are not presented, based on the review of the literature, the following hypotheses have been developed: (1) there will be a significant difference between field dependent (FD) participants and field independent (FI) participants on scores of tests on instructional text with center and side headings and without center and side headings; (2) FI participants will score significantly higher than FD participants when the text does not contain center and side headings; and (3) FD participants will score at least as well as FI participants when the text does contain center and side headings. (15 references) (EW)