摘要：The Directed Reading-Thinking Activity (DR-TA) described by Stauffer (1969, 1980) is currently being used by many classroom teachers at all levels of instruction. The DR-TA is a procedure which improves students' reading-thinking skills by encouraging students to establish their own purposes for reading. The superiority of the DR-TA is well established (Stauffer, 1976), and teachers who use the strategy effectively indicate that students do increase their abilities to reason while reading. However, elements of the DR-TA are being distorted or misused by some teachers who may then wonder why children don't seem to respond "like they're supposed to." Some suggestions for instruction may assist teachers in the effective use of DR-TA.
