College students performed match-to-sample tasks in the visual and auditory modalities. These tasks assessed reflective and impulsive cognitive styles. Cognitive style performance was related to achievement on a standardized test that measured Comprehension, Rate, Vocabulary, and Total reading achievement. Differential performance on several of these reading measures was a function of classification by auditory cognitive style, but not for visual style. Auditory assessment of cognitive style may have important implications for adults' as well as children's reading.
Get full access to this article
View all access options for this article.
References
1.
ButlerL. G.A psycholinguistic analysis of oral reading behavior of selected impulsive and reflective second grade boys. (Doctoral dissertation, Ohio State Univer., 1972)Dissertation Abstracts International, 1973, 33 (11-A), 5960–5961. (Univer. Microfilms No. 73–11, 465).
2.
DenneyD. R.Relationship of three cognitive style dimensions to elementary reading abilities. Journal of Educational Psychology, 1974, 66, 702–709.
3.
EricksonL. G.OttoW. R.Effects of intra-list similarity and impulsivity-reflectivity on kindergarten children's word recognition performance. Journal of Educational Research, 1973, 66, 466–470.
4.
HoodJ.KendallJ. R.A qualitative analysis of oral reading errors of reflective and impulsive second graders: A follow-up study. Journal of Reading Behavior, 1975, 7, 269–281.
5.
KaganJ.Reflection-impulsivity and reading ability in primary grade children. Child Development, 1965, 36, 609–627.
6.
KalashB. D.The relationship of preferred learning modalities and conceptual tempo to reading readiness of first grade disadvantaged children. (Doctoral dissertation, New York Univer., 1972)Dissertation Abstracts International, 1973, 33(11-A), 5552–5553. (Univer. Microfilms No. 73–8174).
7.
KennedyC. B.ButterE. J.Cognitive style in two modalities: Vision and audition. Journal of Educational Psychology, 1978, 70, 193–199.
8.
LesiakJ. F.The relationship of the reflection-impulsivity dimension and the reading ability of elementary school children at two grade levels. (Doctoral dissertation, Ohio State Univer., 1970)Dissertation Abstracts International, 1971, 32(1-A), 244–245. (Univer. Microfilms No. 71–18, 044).
9.
MargolisH.Relationship between auditory-visual integration, reading readiness, and conceptual tempo. Journal of Psychology, 1976, 93, 181–189.
10.
ShapiroJ. E.The relationship of conceptual tempo to reading readiness test performance. Journal of Reading Behavior, 1976, 8, 83–87.
11.
SunshineP. M.DiVestaF. J.Effects of density and format on letter discrimination by beginning readers with different learning styles. Journal of Educational Psychology, 1976, 68, 15–19.
