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Date of Award
Master of Science in Applied Science Education (MS)
College, School or Department Name
Department of Cognitive and Learning Sciences
Bradley H. Baltensperger
“Using SQ3R and DRTA to Improve Student Comprehension of Expository Text”
“If students were taught to use DRTA in connection with SQ3R, would they demonstrate higher levels of expository text comprehension?” This research looks at the use of the pre-reading strategy of Direct Reading Thinking Activity (DRTA) to prepare the reader’s thinking for expository text and to enhance the use of the reading strategy Survey, Question, Read, Recite, Review (SQ3R). The research draws upon techniques taught to instructors, research, and classroom implementation. The evidence leans largely towards the thinking strategy increasing the students’ comprehension when combined with the reading strategy.
The action research took place in three schools that were deemed as focus schools or persistently low achieving schools, by the state of Michigan. There were three middle school classes involved; two eighth grade classes and one seventh grade class.
It was hypothesized by our research group that we would see a positive impact on student expository reading comprehension by using these two strategies in combination.
The group’s composite scores do demonstrate a significant impact on student comprehension of expository text.
The second chapter of this report is the reflective essay on the MiTEP program. The reflection shows the mainly positive results that I have encountered and implemented in my teaching practice.
Kahler, Dawn M., "DRTA ACCOMPANYING SQ3R COLLABORATIVE ACTION RESEARCH AND REFLECTION ON MITEP PROGRAM", Master's report, Michigan Technological University, 2014.