The Impact of the Directed Thinking (DRTA) Strategy on Developing the Reading Comprehension Skills of the Fifth Grade Students in Literature Texts

Abstract

This paper aims at identifying the impact of Direct Thinking Activity (DRTA) in developing the reading comprehension skills of fifth grade students in literature texts.

  The researcher adopted the experimental approach in achieving the paper aim and raised a zero hypothesis to be verified in the experiment. The sample of the study is represented by female students of fifth grade (scientific branch) in Al-Tahreer preparatory school for girls which was intentionally selected among other schools of Ba’aquba in 2019-2020

  The sample is distributed between two groups: an experimental group, which was taught according to the Directed Thinking Activity (DRTA) strategy, and the control group, which was taught by the ordinary method.

  In order to verify the study hypothesis, the researcher prepared a test for the reading comprehension skills consisting of 25 multiple choice items distributed equally among five basic skills: the direct literal organization skill, the inferential skill, the critical skill, the sensitive skill, and the talented skill.

  The validity and reliability of the test have been verified as well as identifying the psychometric properties. The experiment has been applied by the teacher in the first course from 9-10-2019 to 14-12-2019. Then a posttest of reading comprehension skills has been applied on these students.

  The results have been manipulated statistically by using T-test for both groups to reach at: These is a statistical difference between the means of reading comprehension skills in both groups (experimental & control) by the predominance of the experimental group.