چکیده (انگلیسی):

The current research is intended to examine on relationship among Field dependence- Independence (FDI)
cognitive styles and English text comprehension skill, English language learning, an educational achievement.
Accordingly, 305 female and male students from third grade high school classes were chosen by means of multi- stage
random technique among the students from schools in Region 2 in Sari City, Iran and they responded to questions in
Group Embedded Figure Test (GEFT). Their scores during first semester of academic year 2010-11 were extracted in the
field of reading comprehension for English exam, total score of this test and their GPA in all lessons from exam sheets
and classrooms score lists. Data analysis done by regression analysis indicates that FDI cognitive style interprets 8.8,
9.2, and 11.6% variances for dependent variables (scores of reading comprehension, English learning, and GPA)
respectively. In other words, the more independent the cognitive style is, the higher English text comprehension, English
language learning and educational achievement will be.