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. S