SQ3R
(Survey, Question, Read, Respond, and Review)
SQ3R is a five-step system that was developed in the 1940's from Professor Francis Pleasant Robinson at Ohio State University. This strategy has been proven effective and has continued to be taught all over the country. (http://uwed.edu) Each letter of SQ3R stands for a specific set of directions that should be followed in order to increase reading comprehension. "S" stands for Survey, "Q" stands for Question, "R" stands for Read, "R" stands for Recite, and "R" stand for Review.
By following each of the steps in SQ3R, the student will be able to study the right parts of the text in the correct level of detail, integrate the new knowledge with prior knowledge, and the student can embed the information in their minds so that is can be remembered in the long term. (Eyre, n.d)
By following each of the steps in SQ3R, the student will be able to study the right parts of the text in the correct level of detail, integrate the new knowledge with prior knowledge, and the student can embed the information in their minds so that is can be remembered in the long term. (Eyre, n.d)
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How do I use SQ3R?
Step 1: Survey
Begin by briefly skimming over the text, to get an overview of the topic. If it is a book, scan the table of contents, introduction and chapter summaries. If the text is from a website, skim the site maps, menus, and overall structure of the website. Next, explore the elements of the text such as italics, bold words, subheadings, etc. These often point to words or ideas that are going to be very important. Last, explore any pictures, maps, graphs, diagrams or other illustrations that are embedded into the text. Use these clues to decide if the text will give you the information that you are looking for.
Step 2: Question
The next step is to write down any questions that you may have about the subject. These could be existing questions that you started with, or new questions that have come up while you were completing your survey. Also included in the question phase is to ask yourself what you hope to learn from the text, and how will this information help you?
Step 3: Read
During this step, you should read the text, one section at a time. Take notes on anything that you do not understand. Slow down and reread the parts of the text that are difficult. Continue rereading until comprehension is achieved.
Step 4: Recite
While reading, you should stop and ask yourself, "what did I just read?" Try to summarize what you have read so far. If you are having a difficult time with this, go back and reread. Use the Think Aloud strategy and verbalize your thinking. Two other methods that will help with reciting are underlining and note-takeing. Underlining or highlighting should be done after your finish reading, only when you understand the material. Be selective and only underling key words and phrases. Note taking can also help with reciting information. Follow the same procedures as underlining, only take notes on the essential information. (http://www.uwed.edu)
Step 5: Review
If you have completed all of the steps above, you will be able to review quickly. Reread your notes, chapter headings, and titles. Next, discuss the material with someone else. This is an effective method of reviewing because you should be able to explain the information to someone else if you truly understand it.
Begin by briefly skimming over the text, to get an overview of the topic. If it is a book, scan the table of contents, introduction and chapter summaries. If the text is from a website, skim the site maps, menus, and overall structure of the website. Next, explore the elements of the text such as italics, bold words, subheadings, etc. These often point to words or ideas that are going to be very important. Last, explore any pictures, maps, graphs, diagrams or other illustrations that are embedded into the text. Use these clues to decide if the text will give you the information that you are looking for.
Step 2: Question
The next step is to write down any questions that you may have about the subject. These could be existing questions that you started with, or new questions that have come up while you were completing your survey. Also included in the question phase is to ask yourself what you hope to learn from the text, and how will this information help you?
Step 3: Read
During this step, you should read the text, one section at a time. Take notes on anything that you do not understand. Slow down and reread the parts of the text that are difficult. Continue rereading until comprehension is achieved.
Step 4: Recite
While reading, you should stop and ask yourself, "what did I just read?" Try to summarize what you have read so far. If you are having a difficult time with this, go back and reread. Use the Think Aloud strategy and verbalize your thinking. Two other methods that will help with reciting are underlining and note-takeing. Underlining or highlighting should be done after your finish reading, only when you understand the material. Be selective and only underling key words and phrases. Note taking can also help with reciting information. Follow the same procedures as underlining, only take notes on the essential information. (http://www.uwed.edu)
Step 5: Review
If you have completed all of the steps above, you will be able to review quickly. Reread your notes, chapter headings, and titles. Next, discuss the material with someone else. This is an effective method of reviewing because you should be able to explain the information to someone else if you truly understand it.
How can I use SQ3R in my classroom?
SQ3R is a method that will be helpful when reading textbooks, articles or when reading more difficult text. It can be used at all grade levels and most subject areas. Here are two examples of how SQ3R can be applied to various content areas.
Social Studies - SQ3R would be very helpful in the content area of Social Studies. Many times the text in this subject area if full of dates, names, places, and details. For example, if the topic is on the American Revolution, and a middle school student has to read and process a lot of informational text, SQ3R would be a great method to help increase comprehension. Have each student follow the steps above to incorporate SQ3R into the lesson. Have students first compete all of the steps individually, then when they get to the review step, they can test their comprehension by reviewing with a partner or in a small group.
Science - Science is a technical subject, and the text often includes many new vocabulary words. By using SQ3R, students will be able to read and pick out the important information, and remember it. To follow this process, students should use the steps that are listed above. When the students are finished reading, it will be very important for them to go back and highlight and/or underline the key words (vocab) and or phrases that will be important in understanding the text. By using the method of highlighting new vocabulary words and ideas, students will be able to quickly review the information and process the key words and concepts more easily.
Social Studies - SQ3R would be very helpful in the content area of Social Studies. Many times the text in this subject area if full of dates, names, places, and details. For example, if the topic is on the American Revolution, and a middle school student has to read and process a lot of informational text, SQ3R would be a great method to help increase comprehension. Have each student follow the steps above to incorporate SQ3R into the lesson. Have students first compete all of the steps individually, then when they get to the review step, they can test their comprehension by reviewing with a partner or in a small group.
Science - Science is a technical subject, and the text often includes many new vocabulary words. By using SQ3R, students will be able to read and pick out the important information, and remember it. To follow this process, students should use the steps that are listed above. When the students are finished reading, it will be very important for them to go back and highlight and/or underline the key words (vocab) and or phrases that will be important in understanding the text. By using the method of highlighting new vocabulary words and ideas, students will be able to quickly review the information and process the key words and concepts more easily.
Video demonstrations of the SQ3R method
This video a great demonstration to explain how to use SQ3R. The beginning of the video discusses the most common frustrations with reading text, as reported by students. Then, the teacher walks the viewer through each step of the SQ3R method. She explains the reasoning behind each step, and goes through practical examples of using this method. |
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This video is engaging to watch, since it is prepared by college students. The video discusses how you can use SQ3R to help remember and sift through all of information, when reading difficult text. In the video, the students point out that many students, even at the college level have not mastered solid reading skills. By using SQ3R, students can become better readers at every grade level. |
How does SQ3R relate to writing standards?
SQ3R is a strategy that will assist students with their reading comprehension, as well as with their writing skills. The MN writing standard that would correlate well with strategy is 6.7.9.9. This standard asks students to draw evidence from literary or informational texts to support analysis, reflection, and research. By using SQ3R, students will be able to survey the text, write questions, gather information, highlight key points, and pick out the important information. To reach this standard, students will need to be able to read the text and extract the details and facts. They will have to do this in order to research, analyze, and reflect. This strategy is one way to help students master this standard.