Access Type

Open Access Dissertation

Date of Award


Degree Type


Degree Name



Curriculum and Instruction

First Advisor

Dr. Manuel Mazon


The purpose of the present study was to investigate the relationships that exist between cognitive styles, and written composition. The procedure included testing 200 ninth grade students in six high schools in a metropolitan school district in western Michigan, with the Group Embedded Figures Test (GEFT). The median for the GEFT scores was the criterion used to form two categories of cognitive styles, low field-independent and high field-independent. The writing items of the Michigan Education Assessment Program (MEAP) Eighth Grade Writing Test, provided the measures for writing comprehension. Analyses of one-way ANOVA were performed to determine whether there were statistically significant differences between low field-independent and high field-independent subjects in written composition. The analysis of the data revealed a statistically significant difference for the measure of written comprehension, F (l, 198) = 214.62, P < .05. The written comprehension of raw scores were higher for high field-independent subjects than for low field-independent subjects. The result of the styles were manifested in written composition. The data suggested that written comprehension is likely to differ remarkably as a function of cognitive styles. The disposition to process information in a more articulated or less articulated manner is reflected in writing.