Theoretical Foundations of Directed Reading Thinking Activity (DRTA) explores the cognitive and schema theories that underpin this reading strategy. Authored by Khaldoun Ali Al-Janaydeh, this article delves into various techniques and variations of DRTA, emphasizing the importance of prediction in reading comprehension. Educators and researchers will find valuable insights into how DRTA can enhance students’ analytical thinking and reading skills. The study also discusses practical applications for teachers in improving reading strategies in educational settings.

Key Points

  • Explores the theoretical foundations of Directed Reading Thinking Activity (DRTA).
  • Analyzes the role of cognitive and schema theories in reading comprehension.
  • Discusses various techniques and variations of DRTA for effective teaching.
  • Highlights the importance of prediction in enhancing reading skills.
Ephin Aluni
Author:Khaldoun Ali Al-Janaydeh
14 pages
Language:English
Type:Research Paper
Language Learning
Ephin Aluni
Author:Khaldoun Ali Al-Janaydeh
14 pages
Language:English
Type:Research Paper
Language Learning
371
/ 14
Vol 4, No 2, pp 322 -335
ISSN 2957-3890

International Journal of Psychological and Educational Research
322
2310202429052025
Abstract:
The goal of this study was to look at the theory behind the Directed Reading and Thinking
Activity (DRTA) as well as the different ways it can be used and how it works. Using the
descriptive-analytical method and after looking at the related theoretical literature, the study found
that cognitive theory and schema theory helped with DRTA. The study also found that the most
important part of this strategy is making predictions. It is a key part of understanding what people
read. Prediction might have been one of the most important theoretical ideas that Stauffer built
this strategy on. Each DRTA technique is a part of reading comprehension, and when they are all
used together, they help students understand what they are reading better
Keywords: DRTA, Cognitive Theory, Schemata Theory, Prediction, Reading, Confirming/Refuting,
Justifying.
Theoretical Foundations of Directed Reading Thinking Activity (DRTA), its Variations and Techniques
Khaldoun Ali Al-Janaydeh
Ministry of Education - Jordan
[email protected]ekhaldonjanaydEmail:


[email protected]ekhaldonjanaydEmail:

DRTA
لألالأ

DRTAلألا
لألا
DRTA

DRTA
Theoretical Foundations of Directed Reading Thinking Activity
(DRTA), its Variations and Techniques

International Journal of Psychological and Educational Research
323
Introduction
When it comes to the study and practice of languages, the ability to read is a crucial tool.
Reading, like listening, is a receptive skill, and like writing, it is an academic skill; students learn
it in school. One does not need to be taught how to listen. Reading is an intellectual and mental
process that requires students to encode and decode the written word in order to reconstruct the
original spoken message. Reading is more than just repeating words; it's about making sense of
what you read. Over years, the focus of reading varied according to the teaching methods. In
some teaching methods, such as the Audiolingual Method and the Situational Language
Teaching, oral skills were the primary focus at the expense of reading. While in other methods,
such as the Grammar-Translation Method, reading was the primary focus (Omaggio, 2000).
Nowadays, there is an increasing demand to achieve balance in second and foreign language
programs in reading and other language skills in curricula.
Students of English as a Foreign Language and English as a Second Language use a
variety of strategies and techniques to improve their reading comprehension, including
skimming, scanning, guessing, analyzing vocabulary, summarizing, paraphrasing, and making
content predictions (Acosta & Ferri, 2010; Brown, 2001). The Directed Reading Thinking
Activity is one such reading strategy (henceforth referred to as DRTA). Russell Stauffer invented
the concept in 1969. This method was developed to help students improve their reading skills
while also encouraging more introspective and analytical thinking (Saraireh, 2006). Furthermore,
DRTA is a reading strategy that teaches students to make predictions as they read (Novendiana
et al., 2016).
Purpose of the Study
The current study looked into the theoretical underpinnings of DRTA. The variations and
techniques used in the DRTA strategy are also investigated.
Methodology
The researchers followed the descriptive-analytical approach by reviewing the related the
theoretical literature.
Summary of the Key Findings
Learners are able to construct new knowledge in light of prior knowledge through the use
of DRTA, and this new knowledge becomes ingrained in the cognitive structures of the brain.
Learners are able to reason upon, read texts to make decisions, make predictions, and recognize
reading processes and strategies when they apply this advanced thinking strategy. In addition, a
prediction can be one of the important theoretical bases on which Stauffer builds this strategy.
He does this by relying on past events (Tierney & Readence, 2005). When DRTA brings
together a variety of strategies, each one is capable of being applied in a methodical manner. In
addition, the utilization of DRTA helps learners get off to a better start and improves their
overall reading comprehension.
Theoretical Foundations of Directed Reading Thinking Activity
(DRTA), its Variations and Techniques

International Journal of Psychological and Educational Research
324
The Contribution of Significance of the Results
This study is significant because it provided evidence of the DRTA foundation's stability
as well as the diversity of approaches and insights upon which DRTA is built. This study is also
significant because it demonstrated how to make the most of pedagogical methods. The study's
findings may be useful for EFL teachers in assisting their students in overcoming comprehension
difficulties by providing a diverse and systematic variety of techniques and procedures.
Furthermore, the study is important for textbook designers in terms of designing, integrating, or
enlisting DRTA into textbook strategies. The findings suggest that EFL supervisors should hold
regular training courses or intensive workshops for their EFL teachers in order to promote and
improve the use of reading techniques, specifically DRTA, in their classrooms. The findings
present a variety of DRTA-based teaching and learning examples, with a focus on critical
thinking skills and reading comprehension through students' textbooks and teachers' guides. The
study's findings may be useful for preparing and equipping pre-service teachers, as well as
providing models of teaching comprehension and strategies based on a firm, solid, and
enlightened systematic and theoretical approach.
The Origin of DRTA
DRTA is a strategy that aims at improving students' reading comprehension. Stauffer
first introduced this strategy in 1969. The aim of the DRTA strategy is to enhance students’
reading comprehension. This strategy was first introduced by Stauffer in 1969. It originated from
the Directed Reading Activity (henceforth, DRA) which was developed by Betts in 146. It is a
traditional and text-based strategy to teach reading texts. According to Harp & Brewer (1991)
DRA was used “to monitor the kinds of thought tasks children can do in response to what they
read”. DRA uses basal reader programs. These programs aimed at teaching reading with various
graded parts and reading textbooks (Richards & Schmidt, 2010).
.
Differences between DRTA and DRA
Petre (1971) makes a distinction between DRTA and DRA. DRA is behaviorist-based;
therefore, there is a linear link between the teacher and the learners. He / She has a dominating
and essential role in monitoring learners' activities related to the text. DRA is a closed-wheel or
star strategy. Students respond (response) to a question that the teacher poses as a stimulus. In
contrast, DRTA is cognitivist-based and it is reliant on learners’ action. This strategy benefits
from constructivism which helps students generate their own knowledge based on past
information connected to the text they are reading. While the students are active participants in
their groups, the teacher's role is an organizer, moderator, and intellectual provocateur.
Additionally, both DRTA and DRA establish two communication patterns.
Theoretical Foundations of DRTA
"Tell me and I forget; show me, and I remember; involve me, and I learn," an ancient
Chinese proverb says. This proverb emphasizes the significance of learning when students
actively participate in the construction of meaning. In other words, if learners want to learn
/ 14
End of Document
371

You May Also Like

FAQs

what is the theoretical foundations of directed reading thinking activity (drta)?

The theoretical foundations of Directed Reading Thinking Activity (DRTA) are rooted in both schema theory and cognitive theory.

  • Schema Theory: This theory emphasizes the role of prior knowledge in understanding new information, suggesting that readers construct meaning based on their existing mental frameworks.
  • Cognitive Theory: It focuses on the mental processes involved in learning, highlighting how learners organize and integrate new knowledge into their cognitive structures.
  • DRTA encourages active participation, allowing students to make predictions and engage critically with texts.

how does directed reading thinking activity (drta) improve reading comprehension?

Directed Reading Thinking Activity (DRTA) improves reading comprehension by actively involving students in the reading process.

  • Prediction: Students make predictions about the text, activating prior knowledge and setting a purpose for reading.
  • Guided Reading: The strategy encourages students to read with a focus on confirming or refuting their predictions, enhancing engagement.
  • Critical Thinking: DRTA promotes higher-order thinking skills as students justify their predictions and interpretations.

what are the variations of directed reading thinking activity (drta)?

There are several variations of Directed Reading Thinking Activity (DRTA) designed to cater to different learning needs.

  • Eliciting Predictions without Justification: Useful for students with limited abilities.
  • Directed Listening Thinking Activity (DLTA): Focuses on listening comprehension before transitioning to reading.
  • Silent DRTA: Allows students to read at their own pace and respond in writing.
  • DRTA Source: Helps students differentiate between important and less important information.

what techniques are used in directed reading thinking activity (drta)?

Directed Reading Thinking Activity (DRTA) employs four main techniques to enhance reading comprehension.

  • Predicting: Students make predictions before reading to activate prior knowledge.
  • Reading: Guided reading sessions help students confirm or refute their predictions.
  • Confirming/Refuting: Students check their predictions against the text, allowing for self-correction.
  • Justifying: Students articulate their reasoning for predictions, fostering critical thinking.

what are the key findings of the theoretical foundations of directed reading thinking activity (drta)?

The key findings regarding the theoretical foundations of Directed Reading Thinking Activity (DRTA) highlight its effectiveness in enhancing comprehension.

  • Active Learning: DRTA encourages students to actively engage with texts, leading to better understanding.
  • Integration of Knowledge: Students build new knowledge based on prior experiences, which becomes part of their cognitive structures.
  • Critical Thinking Skills: The strategy fosters reasoning and decision-making abilities through prediction and justification.

what is the role of prediction in directed reading thinking activity (drta)?

Prediction plays a crucial role in Directed Reading Thinking Activity (DRTA) as it sets the stage for active reading.

  • Activates Prior Knowledge: Predictions help students connect new information to what they already know.
  • Guides Reading Purpose: Establishing a purpose for reading enhances focus and engagement.
  • Facilitates Interaction: Students compare their predictions with the text, promoting discussion and deeper understanding.

how does schema theory relate to directed reading thinking activity (drta)?

Schema theory is integral to the Directed Reading Thinking Activity (DRTA) as it emphasizes the importance of prior knowledge in comprehension.

  • Knowledge Frameworks: Schema theory suggests that readers use existing mental frameworks to make sense of new information.
  • Comprehension Enhancement: DRTA leverages these frameworks by encouraging students to activate their schemas before reading.
  • Meaning Construction: Readers construct meaning through the interaction of their schemas with the text.

what cognitive processes are involved in directed reading thinking activity (drta)?

Directed Reading Thinking Activity (DRTA) involves several cognitive processes that enhance learning.

  • Encoding and Decoding: Students learn to decode the written word and encode meaning from the text.
  • Critical Analysis: The strategy encourages students to analyze and evaluate information critically.
  • Integration of New Knowledge: DRTA helps students integrate new information with their existing cognitive structures.

what is the significance of directed reading thinking activity (drta) in education?

The significance of Directed Reading Thinking Activity (DRTA) in education lies in its ability to enhance reading skills and critical thinking.

  • Improves Comprehension: DRTA has been shown to significantly improve students' reading comprehension abilities.
  • Encourages Active Learning: The strategy promotes student engagement and participation in the learning process.
  • Supports Diverse Learning Needs: Variations of DRTA can be adapted to meet the needs of different learners.