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Directed Reading Activity (DRA)

DirectedReading Activity (DRA)

DirectedReading Activity (DRA)

Asa distinguished instructor, I believe in the use of Directed ReadingActivity (DRA) in the teaching of my learners. Personally, DRA is animportant strategy that has been helping me to impart knowledge on mylearners effectively and adequately(Yazdani &amp Mohammadi, 2015).When I went through the book, I realized that the DRA process isorganized properly. Here, I compare my usage of DRA to the examplelesson presented in the text.

Asit is explained in the book, DRA should be properly done by ensuringthat the instructor takes a leading role and actively engages thelearner right from the beginning up to the end(Talal&amp Hameed, 2012).At the same time, the instructor should begin the teaching andlearning process by reviewing past knowledge and pre-teachingsignificant vocabularies and the usage of the preferred readingskills.

WhenI compared the lesson to my own, I established that there are lots ofdifferences in the way I have been applying the principles of DRA inmy teaching activities. First, I have been learner-centered in myapproach(Al Odwan, 2012).Meaning, I do not necessarily assume the dominant role, but give mylearners an opportunity to be active during the entire teaching andlearning process. Besides, I have been eliciting a prior knowledge tomy learners immediately before introducing a new knowledge to them(Britt, Richter &ampRouet, 2014).To do, I have been conducting a review on what had been learnt duringthe previous lesson. Lastly, I make an appropriate choice of thereading text to suit my learners and encourage them to read silently.

Inconclusion, I am an ardent user of DRA. My application is, however,different from the example. Apart from my learner-centeredness, I doengage my learners by asking questions and carry out an objectivefollow-up of what has been so far learnt.

References

AlOdwan, T. (2012). The effect of the directed reading thinkingactivity through cooperative

learningon English secondary stage students’ reading comprehension inJordan.

InternationalJournal of Humanities and Social Science,2(16),138-151.

Britt,M.A., Richter, T., &amp Rouet, J.F. (2014). Scientific literacy: Therole of goal-directed

readingand evaluation in understanding scientific information. EducationalPsychologist,

49(2),104-122.

Talal,A.A., &amp Hameed, A.O. (2012). The effect of the directed readingthinking activity through

cooperativelearning on English secondary stage student’reading comprehensionin

Jordan.InternationalJournal of Humanities and Social Science,16(2),138-151.

Yazdani,M.M., &amp Mohammadi, M. (2015). The Explicit Instruction of ReadingStrategies:

DirectedReading Thinking Activity vs. Guided Reading Strategies.InternationalJournal

ofApplied Linguistics and English Literature,4(3),53-60.