“DIRECTED READING THINKING ACTIVITY”

The DRTA is a comprehension strategy that guides student in asking questions about a text, making
predictions, and then reading to confirm or refute their predictions. The DRTA process encourages
students to be active and thoughtful readers enhancing their comprehension.

OBJECTIVES: Why do we need to use directed reading thinking activity?

1. It encourages students to be active and thoughtful readers’, it also help to strengthen reading and
critical thinking skills.

2. It activates student’s prior knowledge.

3. It teaches students to monitor their understanding of the text as they’re reading.

The objective of directed-reading thinking activity is to develop skills in critical reading. To be a critical
reader, it requires a command of 3 intellectually refined skills.

1. The art of inquiry or asking relevant questions

2. It requires processing information
3. Validating answers

“THE DIMENSION OF READING”

As the term dimension implies, teachers evaluate the breadth and depth of students comprehension in
reading .These dimensions do not only comprise recognizing the printed words and knowing their
meaning. A whole lot of understanding levels need to be attained and these are;

1. LITERAL UNDERSTANDING
These are skills as associating the word with their literal meaning as where answering “what,
who, when, where, why and how” questions and these words are manipulated in the sentence structure
so as to elicit the meaning conveyed.

2. INTERPRETATIVE OR ILLUMINATIVE UNDERSTANDING

It consists of grasping the details of the selection in order to form a bigger concept or idea as
conveyed by the words and their meanings. Words are not to be taken in isolation but they convey
meaning when used with other words.

3. CRITICAL THINKING
It is the ability to criticize whether the material is worth the while; whether the ideas are
effective and capable of affecting the reader; as well as evaluate in different aspects like probability,
importance, timeless, difficulty.ect.
4. CREATIVE LEVEL
The readers generates those ideas and concepts and find out how they possibly relate or
integrate in their own life experiences.

5. APPRECIATION LEVEL
It requires that something new must evolved from what has been read.

EXAMPLE: painting, drawing, play. song.

“SQ3R METHOD”

SQ3R method is a comprehension method originally created as a study skills strategy for college
students. This method is a proven, steps-by-steps strategic approach to learning and studying from
textbooks. Why is it successful? Because it helps you to discover the important facts or ideas that are
contained in your textbook, and master and retain that information so that you are prepared for an
examination.

SQ3R is an abbreviation to help you remember the steps and to make references to it simpler.
The symbol stand for the steps followed in using the method. SURVEY, QUESTIONS, READ, RECITE,
and REVIEW. A description of each of these steps is given below.

These five steps when applied to textbooks assignments will help you in making your study time
more efficient and effective. While this method will take time and practice to master, once it is learned
and applied, it will no longer be necessary to reread textbooks chapters. The added benefit of using
SQ3R method is that often you will find your own questions on a test. Because many instructors use the
textbooks as an outline for their courses, and test questions will be coming from the same source as
yours. As you review your notes and texts, you will be able to predict and prepare answers for many
exam questions.

1. SURVEY
This survey should take no more than 10-25 minutes, even on the longest chapter. The purpose
of surveying the chapter is to get the general idea of what is it going to be about, what kind of
information the author gives, how many subtopics the information is broken down into, and how much
time you will have to spend reading it. (Chapter Title, Introduction, Vocabulary, Summary, Reviews
Questions)

2. QUESTION
Turn it boldface heading into a question by using of the following words: who, what, where,
when, why and how?. The reason for creating a question out of each heading is to set a purpose for
reading the material in more details. When you are reading to find the answer to a specific question, you
are reading actively.
3. READ
Actively read the section of the text accompanying the heading for an answer to the questions
you asked yourself in step 2. The answer will usually be made up of the main ideas of the paragraphs
and supporting details. Read the section to find the answer. The purpose of reading is to find the answer
to your question.

4. RECITE
Recite the answer to each questions to your self. Put the answer into your own words or rephrase
the author’s words. Be sure that you can recall the answer, not just recognize the information as correct.
Write the questions in your notebook along with a few key words or phrases that summarize the answer.
The purpose for doing this is to help you think about and understand what you have read. When you
rewrite and rephrase what you read, you comprehension and retention will improved.

5. REVIEW
To review, cover the answers and ask yourself the questions. If you can’t answer the question,
look at your notes and test yourself again. Once you are sure you know and understand the questions and
answer, check it off. The purpose for reviewing is to help you prepare for the eventual test. Remember
that every few people read textbooks for pleasure, they are reading to acquire information and to
remember and apply it in a testing situation. Reviewing helps you remember the information.
DEVELOPMENTAL
READING I

Pagsugiran, Jonathan T.
BSED III-D (D) Filipino Major