DR-TA instructional sequence: predicting, reading, and proving repeated per text segment, followed by fundamental skill training¶

Design · All designs
Evidence · no claims cited

Description¶

The article describes a two-phase instructional pattern. Phase 1 directs the reading-thinking process through three steps — "Predicting", "Reading", and "Proving" — repeated "with each new segment" of text, with students closing their books for comprehension-check questions such as "Were you correct?". Phase 2 provides fundamental skill training, reexamining story elements to develop word attack, semantic analysis, concept clarification, observation, and reflective abilities.

Design Implications¶

Context¶

Requirements¶

Teacher directs students to study the title or pictures before reading and asks proof questions after each segment

Constraints¶

Target Learners¶

seventh-grade students learning English reading

Learning Goals¶

reading comprehension
prediction and verification skills
word attack and reflective reading skills

Claims¶

Dr Ta Predicting Reading Proving Cycle [+M]

Examples¶

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Key Sources¶

Chaemsai, R. & Rattanavich, S. (2016). The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue based on His Majesty the King’s Teaching Concepts in Seventh Grade Students’ Reading Comprehension. English Language Teaching, 9(9). https://doi.org/10.5539/elt.v9n9p18

Page metadata

Field	Value
`type`	`design`
`id`	`dr-ta-two-phase-instructional-sequence`
`title`	`DR-TA instructional sequence: predicting, reading, and proving repeated per text segment, followed by fundamental skill training`
`description`	`The article describes a two-phase instructional pattern.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-03`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `chaemsai-2016`

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