Directed Reading Thinking Activity
What is DRTA?
Directed Reading Thinking Activity (DRTA) is a comprehensive strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. DRTA can be used while students are reading a text to reassess their initial predictions, as well as their comprehension of the content.
There are four major components:
1. Activing students' prior knowledge through brainstorming
2. Predicting the content that will be covered in the reading
3. Reading
4. Revisiting predictions for the purpose of confirmation or revision
Why use DRTA?
This strategy can help students of any grade level. It encourages students to be active and thoughtful readers and activates students' prior knowledge. In addition, it teaches students to monitor their understanding of the text as they're reading and helps to strengthen both their reading and critical thinking skills. This strategy works well in all areas because it can be applied to all subjects and genres easily. It can be used throughout the reading process, but especially while students are reading, to provide students with the framework to both monitor the text and their understanding of the material.
Based upon work from Mary McKenna
Directed Reading Thinking Activity (DRTA) is a comprehensive strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. DRTA can be used while students are reading a text to reassess their initial predictions, as well as their comprehension of the content.
There are four major components:
1. Activing students' prior knowledge through brainstorming
2. Predicting the content that will be covered in the reading
3. Reading
4. Revisiting predictions for the purpose of confirmation or revision
Why use DRTA?
This strategy can help students of any grade level. It encourages students to be active and thoughtful readers and activates students' prior knowledge. In addition, it teaches students to monitor their understanding of the text as they're reading and helps to strengthen both their reading and critical thinking skills. This strategy works well in all areas because it can be applied to all subjects and genres easily. It can be used throughout the reading process, but especially while students are reading, to provide students with the framework to both monitor the text and their understanding of the material.
Based upon work from Mary McKenna