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dc.contributor.advisorBegy, Gerald
dc.contributor.authorPultz, JoAnn
dc.date.accessioned2021-09-07T21:45:54Z
dc.date.available2021-09-07T21:45:54Z
dc.date.issued8/1/1979
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5171
dc.description.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.
dc.subjectCognitive Style
dc.subjectLearning Style
dc.subjectTargeted Reading Skills
dc.subjectReading Test
dc.subjectWord Lists
dc.subjectStyle Relationship
dc.titleRelationships among Cognitive Style, Learning Style and Targeted Reading Skills
dc.typethesis
refterms.dateFOA2021-09-07T21:45:54Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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