This document provides an overview of the SQ3R active reading strategy. SQ3R is an acronym that stands for Survey, Question, Read, Recite, Review. It guides readers to first survey the text to understand its structure and key points. Readers then turn headings into questions to answer while reading. As they read, readers aim to answer the questions they posed. Upon finishing each section, readers recite answers to their questions without looking at the text. Finally, readers review by re-asking all their questions and ensuring they can answer them. The document encourages active engagement with texts using these SQ3R steps to improve comprehension and retention.
Anyone can improve their reading by using the proven SQ3R techniques. SQ3R is an old school but still cool and legit reading technique that helps many readers improve.
The SQ3R method is an active reading strategy which helps you to: remember what you read; identify and summarise key themes; check your understanding of the content; and take effective notes.
To make it simple readers are expected to apply SQ3R Theory... this could help the candidates / readers to understand the concept behind the paragraphs given...
Anyone can improve their reading by using the proven SQ3R techniques. SQ3R is an old school but still cool and legit reading technique that helps many readers improve.
The SQ3R method is an active reading strategy which helps you to: remember what you read; identify and summarise key themes; check your understanding of the content; and take effective notes.
To make it simple readers are expected to apply SQ3R Theory... this could help the candidates / readers to understand the concept behind the paragraphs given...
Study groups are a great way to get to know your classmates better while working through difficult material. Here are some tips to help you set up a great study group!
The SQ4R method of reading is a tried and true method that is always useful. In this presentation you will learn why you should use this method and how to apply it effectively.I would like to thank my students for assisting with this presentation.
Students learn how to take good notes while reading both fiction and non fiction. Using proven techniques like the Frayer Model, Reciprocal Teaching, and thinking out loud, students learn how to organize, listen, increase vocabulary, stratgize and see cause and effect.
The Implementation of SQ3R Strategy on Learning Reading Comprehensioniosrjce
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Study groups are a great way to get to know your classmates better while working through difficult material. Here are some tips to help you set up a great study group!
The SQ4R method of reading is a tried and true method that is always useful. In this presentation you will learn why you should use this method and how to apply it effectively.I would like to thank my students for assisting with this presentation.
Students learn how to take good notes while reading both fiction and non fiction. Using proven techniques like the Frayer Model, Reciprocal Teaching, and thinking out loud, students learn how to organize, listen, increase vocabulary, stratgize and see cause and effect.
The Implementation of SQ3R Strategy on Learning Reading Comprehensioniosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
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3. What does the Research say?
• Rachal, Daigle and • Andrew Artis (2008. p
Rachal (2007) 57% of 130) “Proficient readers
students reported are highly
having difficulty with metacognitive and can
reading. self-regulate their
• York University, 1997, p thoughts and actions.”
4) “...active reading has
been shown to save
time.”
4. Okay, I’m convinced!
• How can I be metacognitive?
• How can I regulate my thoughts during
reading?
6. Survey
• Gather the information you need to give
structure to your reading.
• Notice headings, introduction, graphics, bold
type, questions, number of pages...
7. Survey
• Does it look difficult?
• Is it all relevant?
• Is it new to me?
• Are any parts already known to me?
• How do the ideas fit together?
• How long will it take me to read?
• Will I read it in one session?
8. Question
• Turn headings and sub-headings into
questions to be answered.
• Can also turn topic sentences into questions.
10. The First ‘R’ Read
• Now it is time to find answers to the questions
you posed.
• As you read, your goal is to answer your
questions.
11. Read
• Some texts require more effort than others.
• You may need to consult other sources to
make meaning.
• If you get bogged down, go to the next
section.
12. Read
• Do I understand what I am reading?
• What questions have I not been able to
answer? Why?
• Where can I go for help?
13. Highlighter trap
• Highlighting important information or facts so
they can be easily found later, is a helpful
strategy.
• Highlighting everything you want to remember is
not so helpful. Don’t confuse highlighting with
active reading. They are not the same thing.
• Sometimes students highlight so much
information it is impossible to distinguish what is
of value from what is not.
14. Second ‘R’ Recite
• At the end of each section, stop, and ask
yourself the question posed.
• Try to answer without looking back at the text.
• Write a two sentence summary.
15. The Final ‘R’ Review
• At the end of the reading session, go back and
ask yourself all of the questions posed.
16. Review
• Could I answer all of the questions?
• Which questions did I have trouble with?
• Why?
• Do I have any new questions?
• What do I think about what I have read?
• How does this reading relate to other
readings?
17. What have I learnt so far?
• Spend some time reflecting on what you have learnt so far.
• Use these questions as a guide…
– How have you approached non-fiction texts in the past?
– What strategies did you use to remember important
information?
– How effective were those strategies?
– Were you more of an active or passive reader?
– What have you learnt so far that you think will make you a
better reader?
• This should take about 10 minutes.
18. Viewing Activity
• View this video about the SQ3R
• http://www.youtube.com/watch?v=P2Gic5lU-
5g
• The clip goes for just under nine minutes.
19. Written Task
• Complete the written task below ‘How well do you
understand SQ3R?’
• This should take about 10 minutes.
How well do you understand the SQ3R?
You are so impressed by the SQ3R active reading strategy, you want all
of your study buddies to know about it! Imagine that a uni friend has
commented on how she is struggling to stay awake while doing her
reading. Lucky for your friend, you have the answer – SQ3R. In your
own words describe each of the SQ3R stages in such a way that your
friend will be able to use this strategy AND stay awake during her next
reading session.
20. Time to have a go!
• Follow the instructions in this task, and have a
go at applying SQ3R.
• Spend 30 minutes on this task.
• Make sure you use a chapter from one of your
course readings.
During the survey stage you are previewing the text and getting a feel for what it is about, how long it will take to read, how relevant it is to your reading purpose and goals, and how difficult it will be to understand.Survey the various structuresAsk yourself how long it will take to read and understand.From your survey you should develop an idea about what content will be new, and what is already known to you.Ask yourself which parts are the most relevant? Which parts are relevant? And which parts are not relevant to your purpose and goals?During the survey try to get a feel for how the ideas and concepts presented in the text fit together. Which ideas fit with your purpose for reading?
During the question stage you need to turn all of the headings and sub-headings into questions. When you read each section, you will be looking for answers to the questions posed. Don’t try to be too clever with the questions; this shouldn’t be a complicated process. If one of the headings was ‘The stages of childbirth’, your question would be ‘What are the stages of childbirth?’ Or ‘What happens in each of the stages of childbirth?’
During the question stage you need to turn all of the headings and sub-headings into questions. When you read each section, you will be looking for answers to the questions posed. Don’t try to be too clever with the questions; this shouldn’t be a complicated process. If one of the headings was ‘The stages of childbirth’, your question would be ‘What are the stages of childbirth?’ Or ‘What happens in each of the stages of childbirth?’
Now it is time to read the text and find answers to the questions posed.Some texts will require more effort than others to comprehend. You may even need to consult other sources to make meaning. This is okay! University is supposed to be challenging.As you are reading, continually monitor your understanding. Can you find answers to the questions?If you get bogged down, it may help to go to the next section. Often your questions will be answered later in the text. You can then go back to the tricky parts.Don’t judge your progress by the number of pages read!!! Ask yourself the following questions.Do I understand what I am reading?What questions have I not been able to answer? Why?Do I have problems with this? Where can I go for help?How does this reading fit with other readings/lectures on this topic? How is my understanding developing and changing?What new questions do I have? Write these down and share with a study group or during your tutorial.
Look for answers to the questions raised.If there are questions at the beginning or the end of chapters, try to answer them as you are reading.Take special note of words and phrases that are in bold type, italicised or underlined.Slow down when you get to tricky parts.Reread any parts of the text you don’t understand. Try reading these parts out loud.Stop at the end of each section and write a two or three sentence summary in your own words.Make sure you understand the significance of any graphic aids.
At the end of each section, ask yourself the questions posed. Try to answer the questions without looking back at the text.You may also find it helpful to write a two or three sentence summary in your own words.Some people find it helpful to use multiple senses – seeing, speaking, hearing, writing, drawing... Drawing diagrams can be helpful to represent some concepts and processes. Feel free to experiment and find out what method of reciting works best for you. It is likely that different subjects and text types will be best recited in different ways.
At the end of a reading session it is very important to go back and review all that you have read. This helps move the information from your short term to your longer term memory. Go back through the text section by section. Ask yourself the questions you initially posed. See if you can answer them without looking back at your notes. If you have difficulty, that is okay, just go back to your notes and try again.You will probably be pleasantly surprised at how much you have been able to recall from your reading.It comes as a surprise to many students that all of the ideas presented in a unit are related to each other. By reviewing often, this relationship between ideas should become clear. You should be able to see how all of the ideas fit together.
