Abstract: Reading is a complex information process during which one acquires language information.Based on the theory of field-dependent and field-independent styles, the research utilizes qualitative and quantitative analyses such as testing method, conversation method and data analysis to investigate the relation between field-dependent cognitive style and reading achievement among freshmen and sophomores.Furthermore, the study proceeds to suggest that complying with learners,cognitive styles can effectively enhance their reading competence and instructors,scientific level of teaching.