Directed Reading Thinking Activity as an Alternative Strategy to Improve Reading Comprehension

Abstract

Reading comprehension is a crucial element of learning a language. It helps you do well in school and learn how to think critically. However, many students still have problems understanding texts since they don't think about them sufficiently and read them passively. The Directed Reading Thinking Activity (DRTA) is a novel education technique that can help students grasp what they read better, especially when studying English as a Foreign Language (EFL). DRTA concentrates on prediction, verification, and reflection, which keeps readers interested before, during, and after reading. DRTA helps students become better readers and learn more about texts by making them think critically and be aware of their thoughts. The essay makes the case for DRTA as a helpful student-centered, inquiry-based technique by combining its theoretical underpinning, primary arguments, and real-world impacts. It also discusses how DRTA fits with current ways of teaching reading and writing and includes ideas for applying the method in the classroom to get students more interested in reading and writing.