STRATEGIES TO ASSIST IN RESPONDING TO LITERATURE

 
 
There are some strategies which can be used before, during and after reading. One such strategy is Directed Reading and Thinking Activity (DRTA).

Directed Reading and Thinking Activity

He further posits that this strategy encourages students to be active and thoughtful readers while enhancing their comprehension. Likewise Tierney (1982) claims  that Directed Reading Thinking Activity encourages good study habits among our students.

HOW CAN THE STRATEGY BE USED?  (Gillet and Temple 1994)

Before using this strategy with students, create a classroom climate in which students are free to state their ideas and share their thinking.

As an introductory lesson to Directed Reading Thinking Activity, select a reading passage, and determine several appropriate stopping points within it for students to make, verify, or modify predictions.Be cautious not to interrupt the flow of the text too many times, as this will adversely affect comprehension.When using this strategy, guide and stimulate students' thinking through the use of questions. Pose open-ended questions, and encourage students to state their predictions, valuing and supporting all ideas. Wait a few seconds after asking a question, to allow students to process the information and form a prediction.After reading, ask students to revise their predictions based on this new information. Make changes to the predictions and say why their predictions changed( if that  is the case).

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 ROLE OF THE TEACHER

In the Directed Reading and Thinking Activity, the teacher serves in the role of a facilitator. He or she decides which questions to ask and when to ask them. The teacher may use lower order questions to have the students thinking about who,what and where in the text. This strategy is aimed at:

• stimulating students' interest
• activate prior knowledge
• give students soemthing to look forward to

 BENEFITS OF USING DIRECTED READING AND THINKING

Moreover, students may benefit from a variety of  factors as stated by Jennings, C. & Shepherd, J. (1998). 

1. This strategy can be used for all students individually, within small groups or as a whole class.
2. It can also be adapted for various reading levels thus, leaving no child unattended.
3. Additionally, this strategy helps to strengthen reading and creative thinking skills of students.
4. The strategy also allows teachers to focus on a large group of students at one time.
5. Likewise, DRTA encourages particioation from all students and creates a purpose for reading.

Jennings, C. & Shepherd, J. (1998). Literacy and the key learning areas: successful classroom strategies. Eleanor Curtain Publishing  http://www.adlit.org/strategies/23356

Using the strategy BEFORE reading.

You may wonder, how is it possible to respond to a text that you have never read? While your question has some merit, it is possible using DRTA. Students are given the opportunity to comment on the title of the book, its illustrated cover and predict the occurrences of the text using these elements these elements, even before reading the text. These predictions can be written in their prediction logs and/ or discussed orally. These predictions provide students with a purpose for reading as they rty to validate their assumptions.

Using the strategy DURING reading.
This strategy is also very useful during the reading of the text. It allows for teachers to question their students, moreover, it also allows for students to begin reflecting on their predictions, refuting or adding to it. DRTA also allows for teachers to monitor their students thoughts and generate discussion.

Using the strategy AFTER reading

After reading students are able to go back to their predictions and speak about it. Not only does this strategy allow for critcal thinking among students but also, it encourages interest for further reading.


 

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http://www.studyguide.org/lit_circles_high_school.htm

The following steps outline the DR-TA process.

1. Introduction
• What do you already know about this subject?
2. Predict
• Looking at the title, what do you think the story is about? Why?
• Looking at the pictures, what do you think the story will be about? Why?
3. Prove or Modify Predictions
   After reading each section, answer the following:
• What do you think now?
• Can you prove your predictions, or do you need to modify them?
• What do you think will happen next? Why?
4. Reflect
   After reading the entire selection, answer the following:
• What did you find in the text to prove your predictions?
• What did you find in the text that caused you to modify your predictions?