Directed Reading – Thinking Activity. By: Kendra Waldrop Tina Smith Chandrea Brown . Directed Reading- Thinking Activity. Is an adaptation of the guided reading lesson in which readers use preview and prediction strategies to set their own purposes for reading.
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Directed Reading – Thinking Activity By: Kendra Waldrop Tina Smith Chandrea Brown
Directed Reading- Thinking Activity • Is an adaptation of the guided reading lesson in which readers use preview and prediction strategies to set their own purposes for reading. • Designed to help students take responsibility of their own learning
DR-TA works best when: • students have background knowledge and vocabulary to bring to the selection. • they can attack difficult words independently. Guided reading is better if: • the student lacks background knowledge or has weak word analysis skills.
Predict-Read strategy: 5 Facets • -setting purpose(know how to ask questions) • -obtaining information(know how to sift and get information needed to answer question) • -keeping goals in mind(know what is important and what is not)
5 Facets continued • -Keeping personal feelings in bounds(try to understand what the author is saying while suspending personal judgment. • Considering options (consider choices, be flexible to change prediction in light of new information)
Steps to DR-TA • Step 1: Introducing the text: have the students examine the title page and then the pictures to make predictions about the story. • Step 2: Reading the text: students read silently until they can evaluate their predictions. If their predictions were not right, they can modify them.
Step 3: Discussion: questions are being asked about the story to further the students thinking and to get them to keep predicting. Example: “What do you think will happen next?” • Step 4: Revisiting the text: review vocabulary and words that the students were stuck on. Revisit any misunderstandings. • Step 5: Extending the text: this can be something hands on that the students will do that relates to the story they read.
Article • “A study determined if the Directed Reading-Thinking Activity (DR-TA) method would raise levels of critical thinking in students. Subjects, 20 third-grade students, used the DR-TA for 30 minutes each day for a period of approximately 8 weeks. Subjects were pre- and posttested using the Thinking Skills Assessment and the Reading Attitude Inventory. Results indicated that the DR-TA: increased subjects' higher-order thinking skills; and increased positive attitudes toward reading, although the gain was very small. (Two tables of data are included; the Thinking Skills Test, the Reading Attitude Inventory, a letter to parents, and 71 references are attached (Barron,1990)”.
Resources • Pearson Custom Education: Developing literacy: LITR 3130(170-172).New York: Pearson Learning Solutions. • Barron, C. (1990, January 1). The Impact of the Directed Reading-Thinking Activity on Critical Thinking Skills in Third Grade Students. (Barron,1990)