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Active Reading--SQ3R

Active Reading--SQ3R



Provides an overview of the SQ3R process

Provides an overview of the SQ3R process



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    Active Reading--SQ3R Active Reading--SQ3R Presentation Transcript

    • Gayla S. Keesee Education Specialist Paine College, Augusta, GA Mack Gipson, Jr. Tutorial & Enrichment Center rev. 10/2006 Active Reading
    • Active Reading Strategies
      • Strategies you use for reading academic material are different from the ones used for more general reading tasks.
    • 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.
    • 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.
    • 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.
    • 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.
    • SQ3R
    • S—Survey
      • S-Survey: After you have surveyed the material, you should know generally what it is about and how it is organized.
    • 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
    • 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
    • After you Survey:
      • Reflect on what you already know about the subject—background knowledge.
      • Brainstorm! Make a list of everything that comes to mind.
    • 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.
    • 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.
    • 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.
    • Learning Style Tip for Questioning
    • 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.
    • 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 .
    • 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.
    • 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)
    • 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?
      • 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?