This study Determined the effectiveness of using directed reading thinking activity (DRTA) in improving the reading comprehension performance of grade five learners. The subjects of the study were the grade five learners who are in frustration level in English grade 2 text and Filipino grade 2 text will be assessed in Betty Go-Belmonte Elementary School, during the school year 2019-2020 . This study utilized the percentage scale to determined the level of improvement on the reading comprehension performance of the grade five learners.

In the reading process, the teacher researcher used directed thinking activity during reading to improve the reading comprehension among the grade five learners. The targeted learners improve their reading comprehension by using DRTA. Their post intervention test reading results indicated a noticeable improvement in the reading comprehension test results , from the 144 learners in English ad 25 Filipino got 12 compared to their MPS during the pre-test which is 144 in English and 3 compared to pre-test which is 25 in Filipino. There was a significant improvement in the reading comprehension test result. The MPS has been increased by 8% in English and 12% in Filipino.

From the merit findings, the researcher concluded that using directed reading thinking activity (DRTA) in improving reading comprehension performance is effective. The researcher further recommends the use of DRTA in teaching reading. Future research may explore on the further enhancement of the features of DRTA to optimize its impact in improving reading comprehension performance of learners.
 

32 pages : illustrations (some color), portrait ; 21 cm x 29.7 cm.
Action Research - Betty Go-Belmonte Elementary School, 2019