Directed Reading-Thinking Activity and Reading Comprehension
الموضوعات :
مریم حبیب اللهی اقدم
1
(Department of English, Maragheh Branch, Islamic Azad University, Maragheh, Iran)
ثریا بهروزی زاد
2
(Department of English, Maragheh Branch, Islamic Azad University, Maragheh, Iran)
الکلمات المفتاحية: reading comprehension, directed reading-thinking activity, graded reading, narrative texts,
ملخص المقالة :
Reading comprehension is one of the essential skills for learning in every language and in Iranian educational system, there seems a need to make some revisions in teaching reading comprehension. In an attempt to address this problem, this research set out to utilize Directed Reading –Thinking Activity (coined by Stauffer, 1969) as a teaching comprehension model which was expected to enhance students’ reading comprehension ability of graded readings. To do this end, 50 intermediate students from Zabansara Institute were randomly assigned to two groups (one control and one experimental) each consisting of 25 participants. Drawing on a mixed-methods design, the two groups were compared in pre-test and post-test in the quantitative phase. In the qualitative stage, fifteen students from experimental group were interviewed on the effect of implementing DRTA based setting on their comprehension of graded readings (The implemented readings in this study were narrative texts). The findings of the study revealed that DRTA had significant effect on participants' reading comprehension of graded reading. The study provides some pedagogical implications for EFL teachers and students, and suggests some possible avenues for further studies as well.
References
Al Odwan, T. (2012). The effect of the directed reading thinking activity through cooperative learning on English secondary stage students’ reading comprehension in Jordan. International Journal of Humanities and Social Science, 2(16), 138-151.
Arman, A. (2009). ELT resources | Websites for English teachers. (n.d.). Retrieved December 20, 2008, from https://www.ihes.com/bcn/tt/tefl_sites.html
Bower, D. (2004). Negotiation of meaning and corrective feedback in Japanese/English tandem. Language Learning & Technology, 15(1), 41-71.
Brown, H. D. (2001). Teaching by principles. An interactive approach to language pedagogy. New York: AW Longman. Inc.
Carrier, M. (1982). World language English. An Interdisciplinary Journal. 11(3), 202-205
Erliana, S. (2011). Improving Reading Comprehension Through Directed Reading-Thinking Activity (DRTA) Strategy. Journal on English as a Foreign Language, 1(1), 49-57.
Goodman, K. S. (1976). Reading: A psycholinguistic guessing game. H. Singer E RB Ruddell. Journal of the Reading Specialist, 6(2), 126-35.
Harmer, J. (2007). The practice of English language teaching (2nd ed.). NewYork: Pearson Longman Harlow.
Harrison, C. (2004). Understanding reading development. New Delhi: SAGE publication.
Hedge, T. (2001). Teaching and learning in the language classroom. UK: Oxford University Press.
Hill, D. R. (2008). Graded readers in English. ELT Journal, 62(2), 184-204.
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writin. An Interdisciplinary Journal, 2(2), 127-160.
Nuttall, C. (1996). Teaching reading skills in a foreign language. London: Heine man Educational Book LTD.
Richards, J. C. (2005). From reading to reading teaching. SEAMEO Regional Language Centre. New York: Cambridge University Press.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
Riley, D. (2006). The effect of directed reading thinking activity on low reading achievement first grade students. Dissertation International Abstracts. 32 (4), 259-262.
Ross, E. P., Burns, P. C., & Roe, B. D. (1984). Teaching Reading in Today’s Elementary School. Boston: Houghton Mifflin Company.
Stauffer, R. G. (1969). Directing the reading-thinking process. USA: Harper & Row.
Stauffer, R. G., & Hammond, W. D. (1969). The effectiveness of language arts and basic reader approaches to first-grade reading instruction extended into third grade. Reading Research Quarterly,4(4) 468-499.
Tancock, S. M. (1994). A literacy lesson framework for children with reading problems. The Reading Teacher, 48(2), 130-140.
Williams, E. (1984). Reading in the language classroom. London and Basingstoke: Macmillan.
Wood, T. A., Buckhalt, J. A., & Tomlin, J. G. (1980).A comparison of listening and reading performance with children in three educational placements. Journal of Learning Disabilities, 21(8), 493-496.
