<![CDATA[This study synthesizes empirical findings on the Directed Reading Thinking Activity (DRTA) strategy in reading instruction and maps its instructional stages conceptually onto Barrett’s Taxonomy. A systematic literature review used narrative synthesis of 11 journal articles published in 2021-2026 and identified through Google Scholar. The corpus comprises eight studies examining DRTA and three studies addressing reading comprehension through Barrett’s Taxonomy. Most DRTA studies reported improvements in reading outcomes across educational levels and text types; however, their designs and outcome measures varied. Only one intervention study specifically focused on inferential reading comprehension, and none reported DRTA outcomes separately across all five Barrett levels. A comparative study did not establish that DRTA outperformed another active learning strategy. The Barrett-focused studies indicated that literal comprehension was relatively stronger than reorganization, inferential, and appreciative comprehension in the contexts examined. Conceptually, DRTA’s prediction stage aligns most closely with inferential comprehension, while its connections to other levels require deliberately designed tasks and questions. The review concludes that DRTA shows promise for improving general reading outcomes, but its effectiveness at each level of Barrett’s Taxonomy remains to be established through targeted empirical research]]>
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