Cognitive Styles as Mediating Variables in Inferential Comprehension

Abstract

THE STUDY investigated cognitive styles as mediating variables in comprehension processes. Subjects were fourth-, fifth-, and sixth-grade students. Latent trait inferential comprehension scores were calculated for subjects based upon responses to passagedependent inferential reading questions involving both schema-familiar and schemaunfamiliar passages. Results indicated that the three tested cognitive styles do apparently mediate comprehension processes under certain conditions. The results raise the possibility that teachers may need to help children adopt style-related strategies which facilitate comprehension.