Directed Reading-Thinking Activity and Reading Comprehension

Abstract

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.

Keywords

• directed reading-thinking activity
• graded reading
• reading comprehension
• narrative texts