Cognitive Style, Operativity, and Reading Achievement.

Roberge, James J.; Flexer, Barbara K.

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Peer reviewed

ERIC Number: EJ298947

Record Type: Journal

Publication Date: 1984

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Cognitive Style, Operativity, and Reading Achievement.

Roberge, James J.; Flexer, Barbara K.

American Educational Research Journal, v21 n1 p227-36 Spr 1984

This developmental study was designed to examine the effects of field dependence-independence and level of operational development on the reading achievement of sixth, seventh, and eighth graders. Field dependence-independence had no significant effect on reading achievement, but high-operational students scored significantly higher than low-operational students. (Author/BW)

Descriptors: Analysis of Covariance, Developmental Stages, Field Dependence Independence, Intelligence Differences, Junior High Schools, Reading Achievement

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

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Language: English

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