2019 Teachers Helping Teachers (THT) conference in Kyrgyzstan, Sept., 2019. SQ4R is a reading comprehension method named for its steps: survey, question, read, record, recite, and review. The first version of the method was introduced by American education philosopher Francis P. Robinson in his 1946 book Effective Study, and has been expanded upon, altered, and adapted for different purposes by other scholars and practitioners over the years. The strategy is particularly effective for L1 students who have difficulty learning when reading, and for L2 learners in CBI (Content Based Instruction) or CLIL (Content and Integrated Language Learning) settings. This presentation explained the steps of SQ4R and the method’s benefits and drawbacks. Participants were challenged to try the method themselves. They were encouraged to reflect on how SQ4R relates to the way they currently teach reading, and how they could teach the system to their own students.

1. The SQ4R Method
for Active Reading
Cathrine-Mette (Trine) Mork
cmork@sky.miyazaki-mic.ac.jp

2. FrancisPleasant
Robinson
(1906-1983)
Ohio State University
Psychology Professor

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).

5. https://youtu.be/Vq19QIlx0iE
“Morksensei” channel:
youtube.com/user/morksensei

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

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?

11. BENEFITS
of SQ4R

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

13. DRAWBACKS
of SQ4R

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.

16. Thanks!