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    DTRA

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    saepul mumin
    DRTA (Directed Reading Thinking Activity) is a reading strategy that encourages students to actively engage with a text by making predictions before and during reading. It was developed by Russell Stauffer in 1969 to help students develop reading and thinking skills. With DRTA, students first discuss what they already know about a topic and make predictions based on the title or introduction. As they read silently, students determine if their predictions are accurate and discuss what they are learning. The process continues until the full text is read. Research shows that DRTA is an effective, motivating approach to teaching reading comprehension as it makes students responsible for setting the purpose and stimulates their thinking.

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    DTRA

    Uploaded by

    saepul mumin
    95 views2 pages
    DRTA (Directed Reading Thinking Activity) is a reading strategy that encourages students to actively engage with a text by making predictions before and during reading. It was developed by Russell Stauffer in 1969 to help students develop reading and thinking skills. With DRTA, students first discuss what they already know about a topic and make predictions based on the title or introduction. As they read silently, students determine if their predictions are accurate and discuss what they are learning. The process continues until the full text is read. Research shows that DRTA is an effective, motivating approach to teaching reading comprehension as it makes students responsible for setting the purpose and stimulates their thinking.

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    DRTA

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    DRTA (Directed Reading Thinking Activity) is a reading strategy that encourages students to actively engage with a text by making predictions before and during reading. It was developed by Russell Stauffer in 1969 to help students develop reading and thinking skills. With DRTA, students first discuss what they already know about a topic and make predictions based on the title or introduction. As they read silently, students determine if their predictions are accurate and discuss what they are learning. The process continues until the full text is read. Research shows that DRTA is an effective, motivating approach to teaching reading comprehension as it makes students responsible for setting the purpose and stimulates their thinking.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    95 views2 pages

    DTRA

    Uploaded by

    saepul mumin
    DRTA (Directed Reading Thinking Activity) is a reading strategy that encourages students to actively engage with a text by making predictions before and during reading. It was developed by Russell Stauffer in 1969 to help students develop reading and thinking skills. With DRTA, students first discuss what they already know about a topic and make predictions based on the title or introduction. As they read silently, students determine if their predictions are accurate and discuss what they are learning. The process continues until the full text is read. Research shows that DRTA is an effective, motivating approach to teaching reading comprehension as it makes students responsible for setting the purpose and stimulates their thinking.

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    DRTA Directed Reading Thinking Activity (DTRA)

    Category: Reading/Language
    Grade Level: All levels
    1. What is the purpose of DRTA?
    DRTA, developed by Russell Stauffer
    (1969), involves reading for a purpose
    determined by the students. DRTA helps
    students develop skills in reading and
    thinking. It encourages risk-taking via
    prediction.
    2. With whom can it be used?
    While DRTA can be successfully
    employed at any grade level, it is
    recommended as an integral part of the
    Language Arts programme in grades one
    through six. It is a technique which
    motivates and encourages reluctant
    readers.
    3. What teaching procedures should
    be used with DRTA?
    DTRA begins with a discussion and
    prediction based on the title, pictures, a
    paragraph or page of the story.
    Initial contact with the text is limited
    so that the discussion will raise
    questions and predictions.
    Once a purpose has been set, the
    students read silently to determine if
    their prediction was accurate. The
    teacher should ask, "Did you find out
    what you wanted to know?"
    Further discussion ensues regarding
    the various predictions, plus the
    added knowledge of facts gleaned
    from the text read. Students should
    be encouraged to prove or disprove
    predictions by orally re-reading the
    relevant part of the story.
    The process continues until the story
    is complete. The teacher acts as a
    facilitator throughout the process

    rather than an initiator of


    predetermined questions.
    Some considerations:
    DRTA can only be successful if the
    reading material is unfamiliar to the
    students.
    The material should be at the
    students' instructional level.
    The teacher must read through the
    story carefully beforehand,
    determining the most
    appropriate breaks and length of
    passages.
    The teacher may read part or parts of
    the story out loud.
    A climate of trust needs to be
    developed so that students will feel
    secure in expressing opinions and
    taking risks. The verification or
    disproving of predictions should be
    accomplished courteously.
    4. In what types of settings should
    DRTA be used?
    DRTA is a dynamic group reading
    activity in which individuals' hypotheses
    and print mesh to foster discussion.
    Background knowledge is brought to the
    reading experience. To provide an
    environment for this process, Stauffer
    recommends groups of eight to twelve
    students.
    5. To what extent has research shown
    DRTA to be useful?
    Directed Reading Thinking Activity has
    been shown to be a motivating approach
    to reading. It stimulates thinking and

    makes the students, not the teacher,


    responsible for setting the purpose.
    References
    1. Richek, M. A. (1987). DRTA: 5
    variations that facilitate
    independence in reading narratives.
    Journal of Reading, 3, 632-642.
    2. Stauffer, R. G. (1976). Teaching
    reading as a thinking process. New
    York: Harper & Row.
    3. Stauffer, R. G. (1970). The
    language experience approach to the
    teaching of reading. New York:
    Harper & Row.

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