The strategy I chose to use is the Directed Reading-Thinking Activity also known as DRTA. This particular strategy is considered to be a prediction strategy. Using prediction provides a way to activate prior knowledge and motivate students. Because DRTA is designed to engage students in active reading, I think that this strategy would work well in content areas such as science and social studies. The DRTA prediction strategy could be used as students read both their assigned class readings from textbooks and when reading content related expository and narrative trade books.
When using the DRTA strategy content areas students could also incorporate the use of the internet to enhance their predictions. For example, after students have made predictions the teacher could have the students browse the internet to research information relevant to their topic in order to test their initial predictions. Using the internet along with the DRTA is beneficial in that it offers students further practice and insight.
Furthermore, a strength that can be associated with the DRTA strategy is that it is designed to engage students in active reading. The DRTQA is also good in that it requires students to make decisions based on their prior knowledge. On the other hand, a weakness that can be associated with the DRTA strategy may occur if a student does not have prior knowledge on the topic at hand and thus is unable to make a sufficient prediction.