The Group Embedded Figures Test and the Iowa Tests of Basic Skills were administered to 222 sixth grade students to explore the relationship between field-dependent/field-independent cognitive styles and reading achievement; scores from the Lorge-Thorndike Intelligence Tests were used to control IQ. The 60 students with the highest scores and the 60 with the lowest scores on the Group Embedded Figures Tests were selected to represent field-independent and field-dependent populations, respectively. No significant differences were found between field-dependent and field-independent students on vocabulary or comprehension scores when intelligence was controlled: the field-independent students scored high on intelligence and reading tests, and the field-dependent students scored low on both. Results were interpreted as indicating that the Group Embedded Figures Test draws on the same intellectual dimensions as an IQ test and is a better indicator of intelligence than of reading ability. (Author/AA)