This paper presents the thesis that a perceptual rationale for visual literacy may be found in operational form within what is measured by established tests of cognitive style. Ten primary dimensions of cognitive style are briefly reviewed, including field independence-field dependence, impulsivity-reflectivity, visual-haptic, leveling-sharpening, constricted-flexible control, breadth of categorization, scanning, tolerance for unrealistic experiences, cognitive complexity-simplicity, and conceptualizing styles. Results of these tests are compared with tests for reading readiness and perceptual development designed for use with preschool age children. A conclusion is drawn as to the feasibility of visual literacy programs contributing to perceptual development. References include a bibliography, test instrument sources, and figures which depict sample items from selected test instruments. (Author/RAO)