DI­RECTED READ­ING THINK­ING AC­TIV­ITY (DRTA): AN EF­FEC­TIVE STRAT­EGY TO DE­VELOP READ­ING COM­PRE­HEN­SION

Sun.Star Pampanga - - PERSPECTIVE! -

NERIZZA S. CATACUTAN

Chil­dren nowa­days are hooked in play­ing on line games and in up­dat­ing their so­cial me­dia ac­counts by post­ing pic­tures, quotes or their thoughts and feel­ings. Wher­ever you may go, you will see them with their cel­lu­lar phones, i-pad or lap­top.

Most prob­a­bly, par­ents and teach­ers would agree with me when I say that one of the ef­fects of too much ex­po­sure of school chil­dren to gad­gets is lack of in­ter­est on read­ing books. Very few chil­dren en­gage them­selves in read­ing. Even when the teacher asks the pupils to read a story dur­ing their Read­ing class it is ob­served that the pupils show bore­dom in read­ing the se­lec­tions or are ob­served of hav­ing dif­fi­culty un­der­stand­ing the story be­cause they are not used to do­ing it. In this case, it is im­por­tant for the teacher to find ways on how to make the pupils read with com­pre­hen­sion.

One of the strate­gies in Read­ing which was proven to be ef­fec­tive by re­searches is the Di­rected Read­ing Think­ing Ac­tiv­ity or DRTA. It was as­so­ci­ated with Di­rected Read­ing Ac­tiv­ity 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. It 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. It is in­tended to de­velop stu­dents’abil­ity to read crit­i­cally and re­flec­tively. The di­rected read­ing think­ing ac­tiv­ity at­tempts to equip read­ers with the abil­ity to de­ter­mine the pur­poses of read­ing, the abil­ity to ex­tract, com­pre­hend, and as­sim­i­late in­for­ma­tion, the abil­ity to make pre­dic­tions to ex­am­ine read­ing ma­te­ri­als based on the pur­poses of read­ing, the abil­ity to pass judg­ments, and fi­nally the abil­ity to make de­ci­sions based upon in­for­ma­tion gleaned from read­ing.

Ac­cord­ing to Allen in 2004, the value of di­rected read­ing think­ing ac­tiv­ity is to make pre­dic­tions be­fore read­ing each sec­tion. Re­quir­ing stu­dents to make pre­dic­tions en­cour­age the use of con­text clues and estab­lishes a pur­pose for read­ing. This cy­cle re­quires stu­dents to use their back­ground knowl­edge to set pur­poses for read­ing and de­velop their ques­tion­ing abil­ity. Ver­i­fy­ing pre­dic­tions while read­ing ex­tends thoughts and pro­motes in­ter­ac­tive learn­ing. The power of the di­rected read­ing think­ing ac­tiv­ity strat­egy in­creases when the teacher guides stu­dents to check their pre­dic­tions af­ter r eadi ng.

Teach­ers in English and Filipino may use this strat­egy to de­velop skills in in­fer­ring or pre­dict­ing out­comes. Many stud­ies have proven the ef­fec­tive­ness of this strat­egy in en­hanc­ing the read­ing com­pre­hen­sion skills of the pupils be­cause through DRTA, they are able to set pur­poses, make pre­dic­tions, read silently, and ver­ify pre­dic­tions, re-read the se­lec­tion of pur­poses spec­i­fied by the teacher, and re­spond to eval­u­a­tions and en­rich­ment ac­tiv­i­ties.

— oOo—

The au­thor is Teacher III at Lour­des North­west Ele­men­tary School

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