Directed Reading Thinking Activity Analysis

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DIRECTED READING THINKING ACTIVITY (DRTA) Directed Reading Thinking Activity (DRTA) is a reading comprehension strategy that is used in reading to guide students in asking questions about a text, making predictions, and then reading to confirm or modify their predictions. DRTA strategy encourages the students to be active and thoughtful readers. Thus, it strengthens reading and critical thinking skills of students. Moreover, DRTA strategy stimulates the students’ prior knowledge, involves the active participation of students in constructing the meaning of the text and monitor students’ reading comprehension skills. Stauffer (1969), developed the Directed Reading Thinking Activity (DRTA) to encourage students’ thinking. Students develop their…show more content…
Students read the text to confirm their prediction before moving to the next portion of the text. They can either confirm or reject their prediction. Students discuss the confirmation or rejection of prediction by referring the information gathered from the text. This process continues until the entire text has been read. According to Elfira, Marhum and Mashuri (2015), DRTA strategy encourages students to use their mind while reading, thus making them thoughtful and active learner as they comprehend the text. Both the teacher and students can be assisted during teaching and learning when DRTA strategy is being implemented. Therefore, Teacher and students should be active throughout the reading…show more content…
According to Glass and Zygouris-coe (2006) Directed reading thinking activity (DRTA) engages students in a step-by-step process that guides students through understanding and thinking about the text. Therefore, DRTA strategy promotes active reading. 2.8.3 Activate prior knowledge DRTA strategy involves prediction phase, whereby students need to predict before reading each section of the text. It activates students’ prior knowledge and experiences. Ningtas (2015) mentioned that in prediction phase students are encouraged to use context clues and set up the purpose of reading. Moreover, prediction serves as a way for the students to involve in the text and develop interested in the text. 2.8.4 Promote active comprehension Directed reading thinking activity promotes active comprehension by encouraging students to think critically about the text. This strategy is carried out in different phases. Lowe (2006) stated DRTA as a metacognition strategy that teaches students to set a purpose for reading as they develop their thinking processes. 2.8.5 Develop curiosity about the

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