Reading Strategy- Comprehension

Name of Strategy: DRTA Directed reading thinking Activity Age/Grade Level: K-6
Description of strategy: DR-TA is an instructional strategy that improves comprehension and Time Needed: 30-45 minutes
promotes active reading and critical thinking by having students predict, read, question, and
prove or disprove their prediction.

Use this strategy when a learner has one or more of these targets for growth:
-Needs to self-monitor to make meaning using background knowledge
-Needs to predict using background knowledge
-Needs to be able to scan materials in order to make predictions
-Needs to be able to set purposes for reading in order to confirm predictions from text
-Needs to view sense making rather than accurate word calling as primary goal of reading

Materials: (If a reproducible is needed please provide.)

Teacher selected text divided into appropriate segments.
DRTA guide (attached)

Procedure:
1. During planning, teacher divides the text into appropriate segments which can be single paragraphs or several pages, depending on
the content.

2. Direct student’s attention to title, pictures, headings, graphs, etc.

3. Following this, ask questions such as these which:

Activate Thought “What do you think?”
Agitate Thought “Why do you think so?”
Require Evidence “How can you prove it?”

References: References: Gillet, J. and Temple, C. (1982). Understanding reading problems. Boston: Little, Brown and Co. Moore, D., Readence, J., and
Rickelman, R. (1989). Prereading activities for content area reading and learning. Newark, DE: IRA. Stauffer, R. (1975). Directing the reading-thinking
process. New York: Harper & Row. http://www.coe.unt.edu/patterson/4870/strategies.htm#DRTA

M Garra, L O’Donnell 9/19/2008

4. Student reads the segment of the text silently to confirm predictions and during discussion, the text is used to confirm or disconfirm
predictions. Students are asked to cite the text that caused them to confirm or change a prediction.
6. Students are expected to use the context to figure out vocabulary which may be new or difficult. This vocabulary can be discussed
using predictive questions such as: What do you think this word means? Why do you think so?
7. The process is repeated until each segment of the text has been read.

Variations:
1. Can be used as a strategy with an individual, small or large group, narrative or expository texts. Use heterogeneous or
homogeneous groupings, use different leveled reading passages.
2. Teacher-developed reading guide with predictive open-ended questions and space for written conversation about each segment
with a peer or teacher.
3. Directed Listening-Thinking Activity (DL-TA) is the same procedure but the teacher reads the text aloud to the students, providing
opportunities to develop critical listening and thinking skills.

Monitoring and Charting: (Use the following questions to keep track of student growth…)
• Does the reader make spontaneous and reasonable predictions?
• Is the reader able to support the confirmation or disconfirmation of the prediction through the text?
• Is the reader able to talk about their own thinking process?
• Do predictions show awareness of story structure?
• Does the reader change and/or refine predictions when necessary?
• Does the reader effectively use context to analyze new words?
• Is the reader able to use illustrations to get information?
• Is the reader able to relocate specific information needed to confirm or disconfirm predictions?
• Does the reader use both stated and implied information?

References: References: Gillet, J. and Temple, C. (1982). Understanding reading problems. Boston: Little, Brown and Co. Moore, D., Readence, J., and
Rickelman, R. (1989). Prereading activities for content area reading and learning. Newark, DE: IRA. Stauffer, R. (1975). Directing the reading-thinking
process. New York: Harper & Row. http://www.coe.unt.edu/patterson/4870/strategies.htm#DRTA

M Garra, L O’Donnell 9/19/2008

You may wish to use the chart below to monitor progress over time:

DIRECTED READING THINKING ACTIVITY STRATEGY CHECKLIST

_______________________________________

SKILLS DATE

Makes spontaneous
predictions based on text
Supports predictions
through the text
Predictions show an
awareness of story structure
Changes and/or refines
predictions as needed
Effectively uses context to
analyze new words
Uses illustrations to get
information
Locates information to
confirm or revise
predictions
Uses explicit information

Uses implied information

+ Established 0 Not Evident - Emerging

References: References: Gillet, J. and Temple, C. (1982). Understanding reading problems. Boston: Little, Brown and Co. Moore, D., Readence, J., and
Rickelman, R. (1989). Prereading activities for content area reading and learning. Newark, DE: IRA. Stauffer, R. (1975). Directing the reading-thinking
process. New York: Harper & Row. http://www.coe.unt.edu/patterson/4870/strategies.htm#DRTA

M Garra, L O’Donnell 9/19/2008

 DIRECTED READING THINKING ACTIVITY STRATEGY CHECKLIST

Name:__________________________________________

SKILLS DATE

Makes spontaneous predictions

based on text
Supports predictions through the
text
Predictions show an awareness of
story structure
Changes and/or refines
predictions as needed
Effectively uses context to analyze
new words
Uses illustrations to get
information
Locates information to confirm
or revise predictions
Uses explicit information

Uses implied information

+ Established 0 Not Evident - Emerging

DIRECTED READING THINKING ACTIVITY STRATEGY CHECKLIST

Name:__________________________________________

SKILLS DATE

Makes spontaneous predictions

based on text
Supports predictions through the
text
Predictions show an awareness of
story structure
Changes and/or refines
predictions as needed
Effectively uses context to analyze
new words
Uses illustrations to get
information
Locates information to confirm
or revise predictions
Uses explicit information

Uses implied information

+ Established 0 Not Evident - Emerging