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Abstract
A sample of sixty-eight 11-18-year-old hearing impaired students at a residential grammar school for deaf children received the Cognitive Styles Analysis, which assessed their position on two style dimensions; the Wholist-Analytic and the Verbal-Imagery. They also completed a computer-presented text comprehension test designed to assess their ability to process screen-presented printed text similar to television subtitles. Results indicated a fairly even distribution, except that there was a preponderance of the Wholist-Imager cognitive style among the females. The results also showed that text structure interacted with style to influence reading times. The implications of these results in terms of reading and comprehension performance, and research methodology are discussed.
