This study investigated the relation between field independence/field dependence (FI/FD) and reading success. One hundred kindergarten children from a predominantly white, middle-class community were administered a Portable Rod and Frame Test as a measure of cognitive style. The upper and lower 27% were identified and designated Field Dependent and Field Independent. The Slosson Oral Reading Test was administered as an indicator of reading achievement and the Slosson Intelligence Test as a measure of intellectual maturity. It was hypothesized that significantly more FI children would be early readers than FD children and FI children would achieve significantly higher scores on the SORT than FD children. Results from a chi-square and t-test analysis did not support the two hypotheses. Further research is needed on the synergistic effect of other cognitive style dimensions. (Author)