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Reading comprehension, according to Blachowicz and Ogle (2008), is a process demanding skills and strategies. A
great deal of research has explored and supported the impact of learning/teaching reading strategies on accelerating
second language learning (Blachowicz & Ogle, 2008; Davis, 2010; Hong-Nam & Leavell, 2007; Mohammadi, 2009;
Salataci & Akyel, 2002; Shang, 2010; Van Keer, 2004; Wright & Brown, 2006; Yau, 2005). Good comprehenders
know how to control reading, to construct meaning, and to monitor their reading by using reading strategies
appropriately. Lots of strategies have been devised and revised so far. However, choosing the appropriate strategy
depends on different factors like, the level of students, the kind of the text, students’ culture and background
knowledge, purpose of reading, etc.
McNamara (2007) mentioned three reasons to claim the necessity of reading comprehension strategies. First, many
readers do not know exactly whether they are adequately comprehending the text. It is believed that acquisition of
reading strategies help readers improve their comprehension calibration. Second, many readers have a misconception of
comprehension. When they read a text, they settle for shallow levels of comprehension. These Shallow readers believe
they have adequately comprehended a text if they can recognize the words and most of the sentences. However, “deep
comprehension requires inferences, linking ideas coherently, scrutinizing the validity of claims with a critical stance,
and sometimes understanding the motives of authors” (McNamara, 2007, p. 4). Third, deep comprehension of technical
text is a difficult challenge for nearly all adults even skill readers. As a result acquisition of better strategies of reading
comprehension is needed as a lifelong reading. And finally, Lems, Miller, and Soro (2010) put it in their words:
“Reading comprehension requires the use of strategies before, during, and after reading” (p. 172).
2.2 Reading Comprehension Strategies
Reading comprehension strategies can be divided in two groups: single reading comprehension strategies and
combining reading strategies.
2.2.1 Single Reading Comprehension Strategy: Different lists of reading comprehension strategies were identified by
various scholars and organizations.Some reading strategies are repeated in each list showing the importance of them.
Zimmermann and Hutchins (2003) identified following seven reading comprehension strategies (as cited in Moreillon,
2007): Activating or building background knowledge, Using sensory images, Questioning, Making predictions and
inferences, Determining main ideas, Using fix-up options, and Synthesizing. Guthrie, Wigfield, and Perencevich (2004)
identified the following as strong strategies which can assist elementary readers: Activating background knowledge,
Questioning in reading, Searching for information, Summarizing during reading, Organizing graphically, and
Structuring story.
2.2.2 Combining Reading Strategies: Some researchers have examined how reading strategies work together in strategy
packages (Guthrie et al, 2004). It seems reasonable since good readers coordinate a set of strategies to comprehend a
text (Reutzel, Smith, & Fawson, 2005). Blachowicz and Ogle (2008) introduced two groups of reading strategies:
reading strategies for informational texts which include: The KWL, Reciprocal teaching, External text features,
Nonfiction book report , Text previewing, Tables of contents, Internal text structures, Text structure frames, I-Charts,
Reciprocal teaching, Questioning the author, Levels of questions. Reading Strategies for Fiction Texts: Map literature
circles, Bookmarks, Story problem solving, Story impressions, Sketch to stretch, Save the last word for me, Journal
writing, Great books shared inquiry, Grand conversations, Book clubs, Literature circles, and Readers’ workshop.
2.3 Directed Reading Thinking Activity and Guided Reading
Two single reading comprehension strategies the present study has dealt with are directed reading thinking activity
(DRTA) and guided reading (GR).
The directed reading thinking activity (DRTA) was developed by Stauffer in 1969. The DRTA is a strategy that guides
students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. In
fact, DRTA provides the teacher an opportunity to guide students to think like good readers do by anticipating,
predicting, and then confirming and modifying their ideas with the story. DRTA is mostly used with fiction, but it can
be used successfully with nonfiction too. Blachowicz and Ogle (2008) believed that DRTA is one of the strongest ways
which can help teachers engage students actively in the pieces of literature they are reading. Al Odwan (2012)
mentioned other advantage “the directed reading thinking activity is a much stronger model for building independent
readers and learners”(p.141).
Guided reading was first identified in 1969 as aids to mathematics comprehension by Richard Earl and Harold. Herber
described the three-level guide in 1970. Richardson (1986) defined guided reading as: “A group of activities prepared in
advance, designed to help the students organize information from the chapter and to suggest the use of applicable skills
to the task” (as cited in Maxworthy, 1994, p. 137). Maxworthy (1994) cited two groups of guided reading developed by
Smith in 1987: Interlocking Guided reading which works on the hierarchical relationship among three levels of
comprehension: literal (the recognition of ideas directly stated in the text), interpretive or inferential (ideas implied by
the author), and applied (ideas that have application beyond the text). Non-Interlocking Guided reading is the
interactive guided reading to foster higher-level thinking. The guided reading questions were designed to promote
students' active dialogue about text by beginning with students' personal knowledge and experience. This guided
reading reflects the interactive definition of reading that is dynamic interactive process of constructing meaning by
