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Directed Reading Thinking Activity (DRTA)
Directed Reading Thinking Activity (DRTA) is a reading comprehension strategy that is used in each of the three stages of reading (pre-reading, during reading, and post-reading). It emphasizes prediction (thinking ahead), verification (confirmation), and reading with a purpose.
DRTA helps students realize that prediction and verification of predictions are essential parts of the reading process. Students learn that by reading with a purpose, they can more easily focus their predictions.
Good readers automatically predict and confirm what will or will not happen in the text and merge their knowledge and ideas with the author’s. Poor readers do not make predictions or verifications as they read. DRTA helps readers learn to make predictions before they read and verify those predictions as they read.
Use DRTA with students who have difficulty comprehending text or who need help understanding that reading is an interactive process between the author and the reader. Teach DRTA in-group or one-on-one situations. After working through the strategy with the students (guided practice), encourage them to use it independently.
Below are the guidelines for helping students apply DRTA in each of the three stages of reading.
Pre-Reading
1. Survey the text with the students, looking for clues about the content – clues such as titles, section headings, key words, illustrations.
2. Help the students make predictions about the text’s content.
3. Have students write their predictions down on a Prediction Verification Checklist, as you write them on the board or overhead transparency.
4. Make sure the students understand how to use the checklist to classify their predictions as: proved, disproved, partially right/wrong, requires revision, not mentioned, not enough information.
5. Help the students establish a purpose for reading by directing them to read the text to determine whether it proves or disproves their predictions.
During Reading
1. Have the students read the text, silently or aloud, individually or in groups, to verify their predictions.
2. Instruct the students to place a check mark under the appropriate category on the Prediction Verification Checklist as they read the text.
Post-Reading
1. Have the students compare their predictions with the actual content of the text.
2. Ask the students to analyze their checklist and determine how well they predicted the content of the text.
3. Verify that the students have learned the DRTA strategy by having them answer the following metacognitive questions:
· What is the name of the strategy you learned?
· How does the strategy help you understand what you read?
· What should you do before you read? While you read? After you read?
Example :
| DR-TA FORM |
| Text_________________________________________________________________ |
| Story Title____________________________________________________________ |
| Initial Discussion (Title and Picture)______________________________________ |
| ____________________________________________________________________ |
| ____________________________________________________________________ |
| Initial Prediction_______________________________________________________ |
| ____________________________________________________________________ |
| First Stop: page ______________________________________________________ |
| 1. Confirm prediction(s)_______________________________________ |
| 2. Questions_________________________________________________________ |
| ____________________________________________________________________ |
| ____________________________________________________________________ |
| 3. Set next prediction(s) (What will happen next? Why?)_______________________ |
| _____________________________________________________________________ |
| _____________________________________________________________________ |
| Second Stop: page____________________________ |
| 1. Confirm new prediction(s)____________________________________________ |
| 2. Questions__________________________________________________________ |
| _____________________________________________________________________ |
| _____________________________________________________________________ |
| 3. Set next prediction(s) (What will happen next? Why?) ______________________________________________________________________ |
| _____________________________________________________________________ |
| _____________________________________________________________________ |
| Third Stop: page______________________________ |
| 1. Confirm prediction(s)__________________________________________________ |
| 2. Questions___________________________________________________________ |
| _____________________________________________________________________ |
| _____________________________________________________________________ |
| 3. Set next prediction(s) (What will happen next? Why?) _______________________ |
| _____________________________________________________________________ |
| _____________________________________________________________________ |
| Last Stop: page______________________________ |
| 1. Confirm new prediction(s)______________________________________________ |
| 2. Final questions______________________________________________________ |
| _____________________________________________________________________ |
| _____________________________________________________________________ |
| 3. Rate the text ________________________________________________________ |
| _____________________________________________________________________ |
| __________________________________________________________________ |
Source:
Stauffer, R. G. (1969). Directing reading maturity as a cognitive process. New York: Harper & Row.
(excerpts from Six Reading Strategies for Adult Educators by Mary Jo Clark, M. Ed. and Leonore Ganschow, Ed.D., Copyright 1995 Ohio Dept. of Education)
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