Relationships among Cognitive Style, Learning Style and Targeted Reading Skills
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Targeted Reading Skills
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AbstractThis study investigated the relationships among cognitive style, learning style and targeted reading skills. To determine the variables the sample, 18 college students, was given the Group Embedded Figures Test, an adaptation of the Grasha-Riechmann Student Learning Styles Questionnaire, the McGraw-Hill Basic Skills System Reading Test, the LaPray-Ross Graded Word List, and a cloze passage. The test scores and subscores were computer analyzed to determine correlation coefficients. Significant results were found between cognitive style (field dependence/independence) and several of the targeted reading skills. No significant correlation was shown between cognitive style and learning style. Learning style did not correlate significantly with the targeted reading skills.
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