Active Reading--SQ3R
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Active Reading--SQ3R

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Provides an overview of the SQ3R process

Provides an overview of the SQ3R process

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Active Reading--SQ3R Presentation Transcript

  • 1. Gayla S. Keesee Education Specialist Paine College, Augusta, GA Mack Gipson, Jr. Tutorial & Enrichment Center rev. 10/2006 Active Reading
  • 2. Active Reading Strategies
    • Strategies you use for reading academic material are different from the ones used for more general reading tasks.
  • 3. Active Reading Strategies
    • The use of a study system can
      • make your reading more efficient.
      • increase comprehension by working with material more than once and with multi-sensory methods.
      • provide immediate steps for self-testing and review
      • incorporate active learning strategies.
  • 4. Active Reading Strategies
    • When you decide to incorporate a study/reading method, you might begin with one course , or one set of course materials , or begin initially with adding the survey and question steps to any of your assigned reading.
  • 5. Active Reading Strategies
    • When changing or modifying habits, it is sometimes easier to do so on a gradual basis.
    • The idea is to adopt , revise , and continue to use active study strategies.
  • 6. SQ3R
    • SQ3R , an acronym for S urvey, Q uestion, R ead, R ecite, R eview, is an example of a method that can be used with and adapted to various class materials.
  • 7. SQ3R
  • 8. S—Survey
    • S-Survey: After you have surveyed the material, you should know generally what it is about and how it is organized.
  • 9. Survey Process
    • The title and subtitle
      • topic and approach
    • Chapter introduction or lead-in
      • only if brief
    • The first paragraph
      • overview, organization
    • Boldfaced Headings
      • form mini outline
    • The first sentence under each heading
      • usually explains the heading—main idea
  • 10. Survey Process
    • Typographical Aids
      • italics , boldface , marginal notes, colored ink , underlining , and lists
    • Graphs, Charts and Pictures
      • point out important information—glance to see what is emphasized
    • The final paragraph or Summary
      • provides a condensed view of the chapter—key points
    • End-of-Chapter material
      • study/discussion questions, vocabulary lists, outlines—help decide what is important
  • 11. After you Survey:
    • Reflect on what you already know about the subject—background knowledge.
    • Brainstorm! Make a list of everything that comes to mind.
  • 12. Q—Question
    • Q-Question: Try to form questions that you can answer as you read.
      • Initially, the easiest way to do this is to turn each boldfaced heading into a question.
      • As you become more familiar with the information, you can create more specific questions.
  • 13. What is the Source of the Material?
    • Knowledge of the source will help you judge the accuracy and soundness of what you read.
    • This is the first question to ask before you read.
  • 14. Question Process
    • Preview before you try to ask questions.
    • Turn each major heading into a series of questions.
    • As you read the section, look for the answer to your questions.
    • Avoid asking questions that have one-word answers.
  • 15. Learning Style Tip for Questioning
  • 16. R—Read
    • R-Read: Read the materials, section by section. As you read, look for the answer to the question you formed from the heading of that section.
  • 17. R—Recite
    • R-Recite: After you finish each section, stop.
      • Can you answer your question for the section?
      • If not, look back and find the answer . Check your recall again.
      • Summarize the information in your own words.
      • Write answers to your guide questions in the textbook margin .
  • 18. R—Review
    • R-Review: When you have finished the whole reading assignment, go back to each heading.
      • Recall your question and try to answer it.
      • If you can’t recall the answer, be sure to look back and find the answer .
      • Then test yourself again.
  • 19. Revising the SQ3R System
    • Add an “Evaluate” Step
      • Why is the information important ?
      • How can I use it?
      • How does it fit with the class lectures ?
      • How is the chapter related to previous ones?
      • Is there enough evidence to support the ideas?
      • Is the author biased ? Tone ? Purpose ?
    • Modify based on your Learning Style(s)
  • 20. Adapting for Different Academic Disciplines
    • Mathematics - sample problems
    • Literature - interpreting, reacting, analyzing
    • Sciences – pre-reading for facts, principles, formulas and processes
    • Social Sciences - specialized vocabulary
    Ask: What type of learning is required? Ask: What must I do to learn this type of material?
  • 21. SUMMARY
    • What is the SQ3R system?
    • Why is it effective?
    • How can you adapt your reading-study system for different academic disciplines?
    • What can you do to be sure that you understand your reading assignments?