Global Reading Research Articles

The Global Reading Room: A Discrepancy Between Artificial Intelligence and the Radiologist for Pulmonary Embolus on CT Pulmonary Angiography.

The Global Reading Room: A Discrepancy Between Artificial Intelligence and the Radiologist for Pulmonary Embolus on CT Pulmonary Angiography.

The Global Reading Room: Performing a Breast Localization Procedure.

The Global Reading Room: Performing a Breast Localization Procedure.

The Global Reading Room: Performing a Core Needle Breast Biopsy.

The Global Reading Room: Performing a Core Needle Breast Biopsy.

Exploring ESL Learners’ Reading Strategies Based on the Theory of Reciprocal Determinism

The purpose of this study is to explore the relationship between reading strategies and Bandura’s (1986) theory of Reciprocal Determinism. Previous research acknowledged the concept of Reciprocal Determinism as an effective teaching approach, however, limited research has been done to consider how reading is influenced by learners’ personal factors, behavior and environment. Based on four Research Questions, the study explores the perceived use of reading strategies by 225 undergraduates who completed a critical reading course at a local university. These learners of English as a Second Language responded to an online questionnaire adapted from Mokhtari and Sheorey’s (2002) Survey of Reading Strategies. Based on the learners’ ratings of the reading strategies, namely Global Reading Strategies, Problem-Solving Strategies and Support Strategies, the findings revealed that there is a significant relationship between the learners’ perceived use of reading strategies and the three factors of Reciprocal Determinism, namely Personal Factors, Behaviour and Environment indicating a cyclical effect that infuences learners’ reading comprehension. This exploration of reading strategies through this theory has pedagogical implications on how reading is taught to scaffold and help learners increase metacognitive awareness and self-efficacy. Overall, this study contributes to a further understanding of the importance of taking into account the three factors in a reading environment and the relationship between reading strategies and RD. Future studies could be an extension of how the cyclical effects of Reciprocal Determinism and reading strategies could be strategically integrated into the teaching of skilled and unskilled readers and in other learning domains.

“What's Unexpected?” Interventionist Explanations of Dyslexia

This phenomenological study explored how five participants used their Texas state-approved definition of dyslexia to identify children with dyslexia as different from those with other global reading difficulties. Drawing on theories from disability studies in education and dis/ability critical race theory, I interviewed participants who identified dyslexia in terms of sociocultural differences, beliefs about intelligence, and reading ability. They frequently left unexamined concerns of race and how explanations of dyslexia privileged white, middle-class children over children of color and children in low-income schools. This study contributes to research that critically examines how these definitions of dyslexia segregate students with reading difficulties based on beliefs about intelligence, sociocultural factors, and the lack of conversations about race. Implications suggest that a growing focus on dyslexia may exacerbate inequalities already present in school systems. Stakeholders should critically examine their identification practices of reading difficulties to ensure that all children receive reading support.

The Global Reading Room: A Patient With Headaches After Spinal Anesthesia.

The Global Reading Room: A Patient With Headaches After Spinal Anesthesia.

The Global Reading Room: A Patient With an Incidental Adrenal Mass.

The Global Reading Room: A Patient With an Incidental Adrenal Mass.

The Global Reading Room: Interventional Management of a Renal Mass.

The Global Reading Room: Interventional Management of a Renal Mass.

The Global Reading Room: A Patient With a Benign MRI-Targeted Biopsy of a PI-RADS Category 4 Lesion.

The Global Reading Room: A Patient With a Benign MRI-Targeted Biopsy of a PI-RADS Category 4 Lesion.

Global Reading, Problem-Solving, and Support Reading Strategies Across Worry, Emotionality, and Task-Generated Interference of Learners as Predictors of Reading Comprehension

Global Reading, Problem-Solving, and Support Reading Strategies Across Worry, Emotionality, and Task-Generated Interference of Learners as Predictors of Reading Comprehension

Students’ reception of two alternative arrangements of mathematical symbols and words: Differences in focus and text navigation

To engage with specialized subject content, students must develop adequate reading skills. In mathematics, this includes to integrate information from different semiotic resources. This study elucidates how differences in the structural connections between mathematical symbols and written language in mathematics texts can affect the reading process. With the help of eye-tracking techniques, we investigated differences in focus and navigation when 15-year-olds read task texts in two distinct designs: a traditional design with written language presented in lines and all connections based on semantics; and a design including a graphic emphasizing links between symbols and explanations. While the graphic design was found to facilitate fast interpretation of the symbol–language connections, the traditional design seemed to encourage global reading, involving more text parts. When designing texts for mathematics learning, structural connections may be chosen to adapt texts to various student groups and purposes.

The Global Reading Room: Imaging in Monoclonal Gammopathy of Undetermined Significance.

The Global Reading Room: Imaging in Monoclonal Gammopathy of Undetermined Significance.

New proposal for the Architectural Stratigraphic Analysis and the resulting diagram

The stratigraphic analysis is a non-destructive method based on archaeology that illustrates the relationships and sequences of the stratigraphic layers of excavations by listing all their constituting elements, to be later represented in a stratigraphic diagram. Although the constant improvements and applications of the stratigraphic analysis in several scientific fields since 1973, this study proposes specific modifications to the current method as well as an adaptation of the diagram scheme to each case study of conservation. The main goal of this study was the elaboration of a detailed and comprehensive diagram that encompasses the entire monument, rather than one for each individual section of the monument. The first step was the identification of the main stratigraphic units and their classification based on their primary function: structural or decorative. The second step concerned a simplification of the current relationships of the architectural units into three groups, according to their roles within the entire system to obtain a simpler stratigraphic sequence. The final step was the new incorporation of pathology-related information and the addition of the missing elements as a reconstruction process. These adjustments allowed the diagram to arrange all data gathered from heritage analysis and will permit historians, architects, archaeologists, and others to engage in a global reading of the built. The stratigraphic diagram will serve as a tool to visually represent the analysis and synthesis in a coded manner, which will be comprehensible to both the researchers and the scientific community.

EFL reading strategies used by high school students with different English proficiency

This study examines EFL students' reading strategy use and explores the differences between the factors affecting the use of the reading strategies by high and low proficiency EFL learners. The participants consisted of students from a high school in Taiwan. Their reading strategy usage and the influencing factors were assessed using the Survey of Reading Strategy (SORS), think-aloud protocols, and semi-structured interviews. The findings reveal no significant disparities in problem-solving strategies and supporting reading strategies between high and low proficiency learners. However, no table differences were observed in the employment of global reading strategies. In addition, learners' vocabulary size and syntactic knowledge emerged as influential factors in the utilization of reading strategies. The results also indicate that high proficiency learners employ top-down reading strategies, while low proficiency learners rely on bottom-up reading strategies to approach their reading tasks. Detailed results of the reading strategies used by the two groups of students and factors affecting the strategy results are shown and discussed, followed by pedagogical implications. At the end, suggestions for the future research will be presented.

Metacognitive Reading Awareness Among Freshmen EFL Students

Purpose. This study investigated the levels of three different strategies of metacognitive awareness: global reading strategy, problem-solving strategy, and support reading strategy among university students in a Business English class during the COVID-19 pandemic.
 Methods. The methodology is based on a survey, which was conducted among 192 freshman university students in their specialized courses of Business English as a foreign language. The research instrument was a metacognitive reading strategies awareness (MARSI) questionnaire.
 Results. The findings reveal that the students used problem-solving strategies the most, followed by global and support reading strategies the least. The results also indicate a difference between male and female students at individual levels of reading strategies.
 Conclusions. The study proposes a set of recommendations with an alliance of COVID-19 learning environment based on the results such as taking notes while reading and highlighting the most important information with an emphasis on details or showing the importance of previewing the text, asking questions/making predictions about the text, and most importantly paying attention to self-regulation practices in a new school environment.

The Global Reading Room: Responding to a Social Media Post.

The Global Reading Room: Responding to a Social Media Post.

The Intersection of Gender, Culture, and Metacognitive Reading Strategies in Iranian EFL Education: A Mixed-Methods Analysis in Pursuit of Inclusion and Equity

In English as a Foreign Language (EFL) education, metacognitive reading strategies (MRS) play a crucial role in learners' reading comprehension. This mixed-methods study investigated MRS among 178 Iranian EFL learners, focusing on gender and sociocultural dimensions. Utilizing an explanatory sequential design, participants—116 females and 62 males—were randomly sampled from two universities in Neyshabur, Iran. For the quantitative phase, a descriptive-correlational design using the Survey of Reading Strategies (SORS) and the TOEFL iBT reading section was employed. Descriptive analysis revealed nuanced differences in the use of MRS among Iranian EFL learners across genders, with an overall higher application by females (M = 3.61) compared to males (M = 3.44). In Support Reading Strategies, females demonstrated a higher application of strategies (M = 3.87) compared to males (M = 3.68). For Problem-Solving Strategies, female learners exhibited more frequent usage (M = 3.72) than their male counterparts (M = 3.46). Additionally, in Global Reading Strategies, there is a slight gender differential, with females showing a higher average score (M = 3.37) as opposed to males (M = 3.26). Independent samples t-tests revealed gender-specific differences in the overall MRS application, particularly in the subcategories of support and problem-solving strategies (p < .05), favoring females. In the qualitative phase, 12 participants were purposively sampled for semi-structured interviews. Thematic analysis identified gender disparities exacerbated particularly by implicit teacher biases and sociocultural factors. These qualitative results corroborated and enriched the quantitative data, especially regarding gender-specific variations in MRS usage.

The Global Reading Room: Imaging Surveillance for Primary Sclerosing Cholangitis.

The Global Reading Room: Imaging Surveillance for Primary Sclerosing CholangitisAristeidis Grigoriadis, MD, PhD1, Davide Ippolito, MD2, Malak Itani, MD3, Cher Heng Tan, MBBS, FRCR, MBA4 and Sudhakar K. Venkatesh, MD5Audio Available | Share

Strategies in Reading English Web-Novels on Wattpad

Motivated by the popularity of online reading on Wattpad, this research was conducted to investigate the metacognitive awareness of digital and online reading strategies to 39 undergraduate students who read English Web-novels on Wattpad. Additionally, the researcher explored the potential influence of English proficiency (TOEFL) and field of study, as well as the specific features of Wattpad that aid in their reading experience. Employing a quantitative survey and adapting the Metacognitive Awareness of Reading Study Inventory (MARSI) developed by Mokhtari et al. (2018). The findings indicated that participants had a moderate level of strategies when reading English web-novels on Wattpad (M = 3.42). Problem Solving Reading Strategies were the most used (M = 3.80), followed by Global Reading Strategies (M = 3.73) and Support Reading Strategies (M = 2.73). English proficiency and field of study did not significantly impactful, with all groups showing similar levels (M = 3.4). Additionally, interactive features were not considered helpful (M = 2.51 and M = 2.23, respectively), while description and figure attachment features were frequently used (M = 4.15 and M = 3.25, respectively). The results indicated a necessity to integrate specific strategies, like incorporating Global Reading Strategies for pre-reading tasks and utilizing Problem Solving Strategies during reading activities, within EFL instruction. The research highlighted the obstacles encountered by both learners and instructors in the process of teaching and acquiring reading skills. It suggested that incorporating these strategies could effectively tackle comprehension challenges and improve overall language proficiency

The Global Reading Room: A Child With an Incompletely Reduced Intussusception.

The Global Reading Room: A Child With an Incompletely Reduced Intussusception.