Improving reading skills of two Korean children with Directed Reading-Thinking Activity

Improving reading skills of two Korean children with Directed Reading-Thinking Activity

Recently, language teachers have been interested in many reading strategies to improve their students' reading ability. In this study, Directed Reading-Thinking Activity (DR-TA) was introduced. This activity is a guided instruction and ultimately it promotes students to be independent readers who can think critically and creatively. Two research questions were investigated; 1) whether the use of DR-TA will improve reading skills in two third-graders using basaI stories; 2) whether DR-TA will be effective for increasing interaction in reading between the teacher and students. The participants in this study were two Korean children, both ci whom are third-graders in U.S.A. Their attitudes toward reading stories have been changed from negative to positive condition. Also, many questions regarding predicticn and justification were effective for being highly interpersonal and interactive relationship between the teacher and students, and also between peers in the class. The main concern of this study is EFL development in English reading, and DR-TA will cover elementary throogh college level.