Which guided reading approach divides texts into shorter segments and uses predicting, silent reading, discussion, and reformulating predictions?

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Directed Reading-Thinking Activity is designed to build comprehension through a clear cycle of chunking text into short portions and guiding students through prediction, quiet reading, discussion, and then revising those predictions based on what they read. Before each segment, students generate a prediction about what might happen or what information will be revealed. They read the segment silently to gather evidence, then discuss with peers or the teacher to test and refine their thinking, finally reformulating their predictions to align with the new information. This approach emphasizes active engagement and metacognition, helping students monitor understanding as they move through the text. While other strategies involve prediction or discussion, this method is distinctive for its explicit segmentation and the continual revision of ideas in light of each segment.