The directed listening and thinking activity (DLTA) is a strategy that was first identified by Stauffer (1980). It is used with early childhood students or students who are not yet successful independent readers. Teachers use this strategy to establish a purpose for reading with their students. With the use of this strategy students can become engaged in a text that they could not otherwise read on their own. Students are prepared to listen to a story that will be read by their teacher by being given specific information that they are to focus on as they listen. The strategy utilizes pre-reading, reading, and post-reading questions and discussions. Teachers use this strategy in an attempt to build on the knowledge that students already know and apply it to new information and situations. Students are provided with a framework to organize and recall information from storybooks. The directed reading and thinking activity is a very similar strategy that can be applied once this strategy is mastered and students become more advanced, independent readers.
Read more about Directed Listening And Thinking Activity: Purpose, Reading Objectives, Conclusion
Famous quotes containing the words directed, listening, thinking and/or activity:
“In history the great moment is, when the savage is just ceasing to be a savage, with all his hairy Pelasgic strength directed on his opening sense of beauty;—and you have Pericles and Phidias,—and not yet passed over into the Corinthian civility. Everything good in nature and in the world is in that moment of transition, when the swarthy juices still flow plentifully from nature, but their astrigency or acridity is got out by ethics and humanity.”
—Ralph Waldo Emerson (1803–1882)
“One of the best ways to persuade others is with your ears—by listening to them.”
—Dean Rusk (b. 1909)
“Most writers write badly because they tell us not only their thoughts but also the thinking of their thoughts.”
—Friedrich Nietzsche (1844–1900)
“The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a passive, much more than an active, influence, and her passivity shall be composed of anxious scientific curiosity and of absolute respect for the phenomenon which she wishes to observe. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.”
—Maria Montessori (1870–1952)