EVALUATING DRTA

As has been previously established, DRTA is a teaching strategy which can be used before, during and after reading. It is used to help students make predictions about the text they are reading as well as to validate or refute these predictions upon further reading, Conner (20060 identifies three purposes of DRTA. These purposes are:

• Elicits students' prior knowledge of the titile of the text
• Encourages students to monitor their comprehension while they are reading
• sets purpose for reading as students have to read to make and revise predictions

The effective use of this strategy lends itself to students making predictions, validating and or refuting these predictions. It encourages active learning and deep thinking about the text.


DRTA is very beneficial to students of all ages and levels.

• DRTA can be used with individual students, small groups or whole class discussions.
• It can be used with a variety of other subjects and reading levels.
• It definitely helps strengthen reading and critical reading skills.
• It gives a clear purpose for reading.
• It caters for self assessment.

DRTA has been regarded as a strong model which can be used to build independent readers and learners. Dupuis, Lee, Badiali and Askov (1989) state that "the rationale for using the DRTA is to foster the student's independence when reading. It engages students in an process where they must used their reasoning abilities and their own ideas." (p 252)

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