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The SQ4R Method
for Active Reading
Cathrine-Mette (Trine) Mork
cmork@sky.miyazaki-mic.ac.jp
FrancisPleasant
Robinson
(1906-1983)
Ohio State University
Psychology Professor
OUTLINE
1) Watch a video about the SQ4R
method.
2) Try the SQ4R Method by reading
about it (see handout).
3) Learn some benefits and
drawbacks of the SQR4 method.
4) Discuss the method in small groups
(see handout).
https://youtu.be/Vq19QIlx0iE
“Morksensei” channel:
youtube.com/user/morksensei
Let’s Try!
Use the SQ4R method to read your
handout. Use the template provided.
 Treat the whole passage as one
section; don’t cut your reading into
smaller sections.
 When doing the RECITE part, work
with a partner to teach each other
the content.
Use SQ4R to
learn SQ4R
Discuss
1) Have you used / taught the SQ4R
method before today?
2) What are some of the pros and cons
of this method?
3) How would you teach this method to
your students?
4) Do you know of / have you ever
used/taught any other active reading
techniques?
BENEFITS
of SQ4R
• Is a form of active learning
• Suits individual’s study preferences
• Helps with long term recall
• Prompts creation of study material to
prepare for exams
• Helps identify errors
• Helps eliminate areas of confusion
DRAWBACKS
of SQ4R
• Takes some time to learn
• Perceived as taking time to do
• Requires mental effort
• Users may not understand benefits and
not do due to time and effort
• Can be done badly: not engaging,
marking/highlighting too much…
References
• Ahmadi, M. R. & Gilakjani, A. P. (2012). Reciprocal teaching strategies and their impacts on English reading
comprehension. Theory and Practice in Language Studies, 2(19): 2053-2060.
• Başar, M.& Gürbüz, M. (2017). Effect of the SQ4R technique on the reading comprehension of elementary
school 4th grade elementary school students. International Journal of Instruction, 19(2).
• Doolittle, P.E., Hicks, D., Triplett, C. F. et al. (2006). Reciprocal teaching for reading comprehension in higher
education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and
Learning in Higher Education. 17(2): 106-118.
• Huber, J. (2004). A closer look at SQ3R. Reading Improvement, 41(2), 108–112.
• Khusniyah, N. L. (2018). The impact of PQ4R strategy use on EFL students’ reading comprehension. Journal
of English Language Education, 1(2): 24-35.
• Robinson, F. (1970). Effective Study. 4th ed. New York: Harper & Row.
• Sachs, D. (2013). The SQ3R method of studying – The father of all reading methods is alive and kicking.
https://remembereverything.org/the-sq3r-method-of-studying/
• Sticht, T. (2002). The reading formula that helped win World War II. Reading Today, 20(2), 18.
• Wardayani, E. (2016). Effectiveness of using SQ4R learning method on improving student learning outcomes
on studies of basic maternity needs in Sentral Academy of Midwifery Padangsidimpuan in 2016. International
Journal of Progressive Sciences and Technologies, 8(2): 319-322.
• Yakupolglu, F. (2012). The Effects of cognitive and metacognitive strategy training on the reading performance
of Turkish Students. Practice and Theory in Systems of Education, 7(3): 353-358.
Thanks!

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SQ4R – A strategy for active reading

  • 1. The SQ4R Method for Active Reading Cathrine-Mette (Trine) Mork cmork@sky.miyazaki-mic.ac.jp
  • 3. OUTLINE 1) Watch a video about the SQ4R method. 2) Try the SQ4R Method by reading about it (see handout). 3) Learn some benefits and drawbacks of the SQR4 method. 4) Discuss the method in small groups (see handout).
  • 4.
  • 6.
  • 7. Let’s Try! Use the SQ4R method to read your handout. Use the template provided.  Treat the whole passage as one section; don’t cut your reading into smaller sections.  When doing the RECITE part, work with a partner to teach each other the content. Use SQ4R to learn SQ4R
  • 8.
  • 9.
  • 10. Discuss 1) Have you used / taught the SQ4R method before today? 2) What are some of the pros and cons of this method? 3) How would you teach this method to your students? 4) Do you know of / have you ever used/taught any other active reading techniques?
  • 12. • Is a form of active learning • Suits individual’s study preferences • Helps with long term recall • Prompts creation of study material to prepare for exams • Helps identify errors • Helps eliminate areas of confusion
  • 14. • Takes some time to learn • Perceived as taking time to do • Requires mental effort • Users may not understand benefits and not do due to time and effort • Can be done badly: not engaging, marking/highlighting too much…
  • 15. References • Ahmadi, M. R. & Gilakjani, A. P. (2012). Reciprocal teaching strategies and their impacts on English reading comprehension. Theory and Practice in Language Studies, 2(19): 2053-2060. • Başar, M.& Gürbüz, M. (2017). Effect of the SQ4R technique on the reading comprehension of elementary school 4th grade elementary school students. International Journal of Instruction, 19(2). • Doolittle, P.E., Hicks, D., Triplett, C. F. et al. (2006). Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education. 17(2): 106-118. • Huber, J. (2004). A closer look at SQ3R. Reading Improvement, 41(2), 108–112. • Khusniyah, N. L. (2018). The impact of PQ4R strategy use on EFL students’ reading comprehension. Journal of English Language Education, 1(2): 24-35. • Robinson, F. (1970). Effective Study. 4th ed. New York: Harper & Row. • Sachs, D. (2013). The SQ3R method of studying – The father of all reading methods is alive and kicking. https://remembereverything.org/the-sq3r-method-of-studying/ • Sticht, T. (2002). The reading formula that helped win World War II. Reading Today, 20(2), 18. • Wardayani, E. (2016). Effectiveness of using SQ4R learning method on improving student learning outcomes on studies of basic maternity needs in Sentral Academy of Midwifery Padangsidimpuan in 2016. International Journal of Progressive Sciences and Technologies, 8(2): 319-322. • Yakupolglu, F. (2012). The Effects of cognitive and metacognitive strategy training on the reading performance of Turkish Students. Practice and Theory in Systems of Education, 7(3): 353-358.

Editor's Notes

  1. Based on his research in the 1940s, Francis P. Robinson, a psychologist at Ohio State University, devised a study method he called the SQ3R method (or SQRRR) to help military personnel to learn specialized skills in as little time as possible. In his commentary ahead of Veteran’s Day in 2002, Thomas G. Sticht called it “The reading formula that helped win World War II”. Even though this method is now rather old, it’s still a very useful method for reading more actively. Many English teachers don’t explicitly teach learners how to read strategically, which is a shame. My hope with this presentation is that you will be able to teach this technique to you students so that they will be come more efficient readers who are able to understand and recall more of what they read as a result of using SQ4R. Multiple spin-offs of the SQ3R method, including PQRST and SQ4R (the topic of this presentation) have subsequently been suggested. All of these methods provide a systematic approach to reading, and suggest that you write down a set of questions first and then read actively with the aim of answering those questions. For language learners, it is most appropriate for learners in CLIL, EMI, or CBI courses – where students are reading for meaning (rather than just for language).