ABSTRACT

Skilled reading is a complex, multifaceted process, involving the integration of a variety of cognitive, perceptual and linguistic factors. This chapter begins with a brief overview of skilled reading, and highlights components undergirding beginning reading. Next, it identifies critical features of field dependence-independence which have particular relevance for the acquisition of reading skill. The chapter discusses key research which relates field dependence-independence directly to the reading behaviors of young children. Recent work has provided convergent evidence for the connection between disembedding skills and word recognition skills for beginning readers. In 1984, Burton and Sinatra assessed the relation between field dependence-independence and kindergarteners' acquisition of maximal and minimal contrast words. In terms of future research agendas, it is encouraging to note that more recent studies of the impact of cognitive style on the acquisition of reading skill are being guided by clearer conceptualizations of beginning reading processes. Finally, the chapter proposes new research directions based upon emerging theories of beginning reading.