INDIVIDUAL DIFFERENCES AFFECTING THE ACQUISITION OF READING SKILL: A COGNITIVE STYLE PERSPECTIVE

Abstract

In this paper we demonstrate how cognitive style can be a useful construct in understanding why some children learn to read easily, while others do so with great difficulty. Although research perspectives vary somewhat, much recent work in beginning reading has dealt with identifying prerequisites and specifying skill components essential for acquiring reading fluency. It is our view that this greater specificity in our current models of reading acquisition allows for important and informative studies of how cognitive style differences of readers may affect learning to read. This paper overviews relevant findings from cognitive style research in areas related to both acquisition of word recognition skill and the development of comprehension processes. Some exemplary studies are detailed. Finally, we propose needed research directions concerning individual differences and the learning‐to‐read process