2.1 The Influence on Use of Reading Strategies and Reading Models

First of all, two kinds of cognitive styles students will vary in the use of reading strategies and reading models. Cognitive strategies are reading skills used in reading process to achieve the target. Reading strategies can be pided into metacognitive strategies, cognitive strategies and resources management strategies. Cognitive strategies are reading skills used in reading process to achieve the target. Metacognitive strategies are more advanced thinking activities, in which readers used strategy to control their reading process. Resource management strategies carry out management to all available resources in the process of reading. In the process of reading, readers will use a variety of strategies to achieve their own understanding of the article. Through the use of metacognitive strategies to control and correct the reading process to reach the aim of effective reading. The use of cognitive strategies can improve the accuracy and speed of reading. Through the use of social affective strategies maintain and promote reading interest and confidence. Field independent readers are more likely to use more strategies to monitor the apprehension to material. Menke find that Field independent reader’s better understand of articles is based on their more efficient use of reading strategies (49). So they are able to concentrate on the reading goal and just reading the relevant materials. Therefore, they can gain the best effect of reading as is anticipated.

Top-down and bottom-up models are two complementary ways of processing a text. "Top-down" mode means readers used the existed knowledge which contents language social norms, cultural practices and other background knowledge in the process of understanding input information to understand reading material’s topics, scenes and structure. In this process, readers will based on logic grammar expectations to guess the meaning of unfamiliar or unknown words. Field dependent readers prefer to use top-down model in their reading process. They usually use the existed knowledge to make up the difference between information and understand the meaning closer to be described. The so-called "bottom-up" mode refers to that people explore the meaning of words and sentences to form understanding of the article. "Bottom-up" reading mode can be regard as a linear process of “word-sentence -block-articles”. Field independent readers usually use bottom-up model in their reading process. Readers play a passive role in this mode and will be easily formed the habits of verbatim reading, thus ignoring the overall understanding of article. Readers often only focus on the details listed in the article, the statement of the problem and the language knowledge, easy to ignore or do not understand the real thinking that the author wants to convey. However, whether the top-down or the bottom-up pattern modes are both have shortcomings. So, D. E. Rumelhart presents information interactive mode as a new model. This model suggests the presence of dynamic balance in reading process. This balance refers to the process between readers decoding basic information of the article and the use of the background knowledge (573). This new model is the combination of top-down and bottom-up modes. Some studies gain the conclusion that learners who are more predominant by field dependence tend to a comprehensive thinking mode.

2.2 The Influence on Ability of Suppress Interference

Reading efficiency indicators have shown that there is no significant difference between field dependent and field-independent inpiduals in the conditions of lacking external interference. Once inserted into an external interference, field independent inpiduals’ reading efficiency will significantly higher than field-dependent inpiduals. This shows that field independent students are better to suppress external interference of text-independent while the field dependent students are vulnerable to outside interference in the reading process. Field dependent students’ part attention will distract to some information associated with the article when reading, although the information is not necessarily helpful for reading.