Field Dependent/Independent Cognitive Style Research Revisited: Do Field Dependent Readers Read Differently Than Field Independent Readers?

Rasinski, Timothy V.

doi:10.1080/0270271840050315

Cited by 5 publications

(3 citation statements)

References 49 publications

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“…They prefer teaching methods that discover and question. Field dependent students are successful in summarizing, remembering visualized concepts, prefer a social teaching environment because they like interpersonal interaction (Jonassen and Grabowski, 1993;Rasinski, 1984). This characteristic difference of individuals indicates that learning activities, teaching and assessment methods should also be different.…”

Section: Cognitive Styles As An Individual Differencementioning

confidence: 99%

Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles

AYDIN-CERAN¹,

Ateş²

2020

Journal of Education in Science, Environment and Health

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Section: Cognitive Styles As An Individual Differencementioning

confidence: 99%

Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles

AYDIN-CERAN¹,

Ateş²

2020

Journal of Education in Science, Environment and Health

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“…Emergent readers need to use analytic sequential learning strategies (Rasinski, 1984;Truch, 1993). Students who have reading difficulties frequently show a global cognitive preference (Rourke, 1998).…”

Section: Gifted Education Internationalmentioning

confidence: 99%

“…This type of difficulty has also been described from the cognitive style perspective, one dimension of which distinguishes between analytic -sequential and global strategies (Riding & Cheema, 1991). Emergent readers need to use analytic sequential learning strategies (Rasinski, 1984;Truch, 1993). Students who have reading difficulties frequently show a global cognitive preference (Rourke, 1998).…”

Section: Gifted Education Internationalmentioning

confidence: 99%

The Learning Characteristics of Gifted Literacy Disabled Students

Munro

2005

Gifted Education International

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Some gifted students have specific literacy learning disabilities in areas such as reading, writing and spelling. The present study uses a 'differentiated models of giftedness and talent' framework to examine the learning characteristics of these students.The students, 65 gifted primary school students in Melbourne, had a disability in literacy performance in at least one of reading prose accuracy, prose reading comprehension, or isolated word reading accuracy. Their phonemic awareness (segmentation and blending), and general ability using the WISC-III were assessed. As well, to provide an opportunity for the display of their gifted knowledge, tasks examining their ability to infer from what they had read for texts read accurately were used.Scores on the cognitive factors of the WISC-III identified three categories or 'profiles' of gifted knowledge: students gifted verbally, nonverbally and in both areas. The three profiles were associated with particular patterns in literacy knowledge.Comparison with matching cohorts of gifted students who were not literacy disabled (N = 60) and nongifted students who had a literacy learning disability (N = 42) suggests that the literacy disability is attributed to lower use of analytic information processing strategies that influenced phonemic awareness knowledge and alphanumeric symbolic coding ability. It also showed that the gifted literacy disabled students could display their gifted knowledge during reading comprehension when provided with appropriate tasks.The implications of this study for the diagnosis and teaching of gifted literacy disabled students are discussed.

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The Implications of Cognitive Style to Adult Distance Education

Isaak-Ploegman

Chinien

2009

International Handbook of Education for the Changing World of Work

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Field Dependent/Independent Cognitive Style Research Revisited: Do Field Dependent Readers Read Differently Than Field Independent Readers?

Cited by 5 publications

References 49 publications

Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles

Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles

The Learning Characteristics of Gifted Literacy Disabled Students

The Implications of Cognitive Style to Adult Distance Education

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