Get Integrity Checklist Directed Reading Thinking Activity Drta

The procedures of the implementation of DRTA above were supported by Stauffer (1969) that the sequences of DRTA are: students read the title and make prediction; then they read a segment of a text and confirm or revise the previous predictions; finally, the steps continue until they finish reading the whole text.

DR-TA is similar to DRA in that students read silently under direction of the teacher, but the question prompts are less specific and provide less support for comprehension than DRA. DR-TA is suitable for students who have had good success with DRA, because it encourages them to make their own predictions.

Everyone is on the “same page” and has the information right in front of them. New concepts and ideas are connected to those learned in previous lessons. As the reading continues, questions are answered and predictions are confirmed, revised, or rejected.

DR-TA is similar to DRA in that students read silently under direction of the teacher, but the question prompts are less specific and provide less support for comprehension than DRA. DR-TA is suitable for students who have had good success with DRA, because it encourages them to make their own predictions.

Everyone is on the “same page” and has the information right in front of them. New concepts and ideas are connected to those learned in previous lessons. As the reading continues, questions are answered and predictions are confirmed, revised, or rejected.

The directed listening and thinking activity (DLTA) is a strategy that was first identified by Stauffer (1980). It is used with early childhood students or students who are not yet successful independent readers. Teachers use this strategy to establish a purpose for reading with their students.