Abstract
The Hidden Figures Test, the Conceptual Style Test, the Nelson Reading Test and Reid's Mental Ability Test (intelligence) were administered to 206 boys and 212 girls in Grade 6 of five urban primary schools in Jamaica. Reading achievement had significant positive correlations with field independence, analytic conceptual style, intelligence and sex; girls had higher achievement. When intelligence was partialled out, the relation between reading achievement and cognitive style became nonsignificant. This supports the view of some researchers that cognitive style (particularly field independence) and intelligence are one and the same.
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