What is SQ3R
SQ3R is an acronym that stands for five steps when reading something that you want to remember or better comprehend. These five steps include:
By breaking each step down, we can see how this strategy ensures that students spend time reading the most appropriate text, students study the right part of the text in the right detail, that they integrate prior knowledge with new knowledge learned, and students fix information in their minds for future reference and knowledge. (Robinson, 1946)
Survey:
Students review the text to gain initial meaning from the headings, bolded text, and graphics or charts.
Question:
Students begin to formulate and ask questions based on what they preview in the text,
Read:
As students read, they search for answers to the questions they generated during their preview of the text. As a result, these questions help focus student's reading.
Recall or Recite:
As students continue through the text, they should recite and rehearse the answers to their questions and make notes for later recall and study strategies.
Review:
Once initial reading is complete, students should review the text to clarify lingering questions and recite the questions they provided earlier.
(WETA, Inc., 2015)
Using SQ3R in the classroom
Like most strategies, SQ3R needs to be modeled by the teacher before the students can take on the strategy themselves:
It will take time and support to make this strategy a habit as it is a time consuming process. By continuing instruction, you will teacher students what text is appropriate for this strategy and which is not.
(WETA Inc., 2015)
Tie it to writing
Writing has a direct tie to this strategy because it requires that student write down and take notes on text and content as they read. By utilizing worksheets, you can increase writing skills as well as help students organize their thoughts and make for more easy and effective review. Preview the document below for an example of an effective worksheet to couple with this strategy.
SQ3R is an acronym that stands for five steps when reading something that you want to remember or better comprehend. These five steps include:
- Survey
- Question
- Read
- Recall or Recite
- Review
By breaking each step down, we can see how this strategy ensures that students spend time reading the most appropriate text, students study the right part of the text in the right detail, that they integrate prior knowledge with new knowledge learned, and students fix information in their minds for future reference and knowledge. (Robinson, 1946)
Survey:
Students review the text to gain initial meaning from the headings, bolded text, and graphics or charts.
Question:
Students begin to formulate and ask questions based on what they preview in the text,
Read:
As students read, they search for answers to the questions they generated during their preview of the text. As a result, these questions help focus student's reading.
Recall or Recite:
As students continue through the text, they should recite and rehearse the answers to their questions and make notes for later recall and study strategies.
Review:
Once initial reading is complete, students should review the text to clarify lingering questions and recite the questions they provided earlier.
(WETA, Inc., 2015)
Using SQ3R in the classroom
Like most strategies, SQ3R needs to be modeled by the teacher before the students can take on the strategy themselves:
- Begin by explaining the process and how effective readers utilize surveying, questioning, reading, reciting, and reviewing the text.
- Next, select a content passage to read to the class and use the SQ3R.
- During each step, pause to explain what you are doing and how it relates to the steps of the strategy.
- After you have modeled the strategy, ask students to independently read and practice the SQ3R strategy.
- Afterwards, have students review their notes and reflect on the process.
It will take time and support to make this strategy a habit as it is a time consuming process. By continuing instruction, you will teacher students what text is appropriate for this strategy and which is not.
(WETA Inc., 2015)
Tie it to writing
Writing has a direct tie to this strategy because it requires that student write down and take notes on text and content as they read. By utilizing worksheets, you can increase writing skills as well as help students organize their thoughts and make for more easy and effective review. Preview the document below for an example of an effective worksheet to couple with this strategy.
The following video offers a clear and concise explanation of SQ3R, when to use it and why it is effective. This is a great resource video because it offers information in a text driven video that offers key points to know and remember about this strategy.
The last video is another fantastic resource for a clear definition of SQ3R, its key points, and why it is so effective. Because it is a short but thorough introduction of the strategy, it is a great resource to help introduce or reinforce the strategy to students.
References:
Robinson, F.P. (1946). Effective Study. New York: Harper & Row
Fisher, D., and Frey, N, (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall.
WETA, Inc.. (2015). SQ3R: Survey-Question-Read-Recite-Review. Retrieved from http://www.adlit.org/strategies/19803/
Robinson, F.P. (1946). Effective Study. New York: Harper & Row
Fisher, D., and Frey, N, (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall.
WETA, Inc.. (2015). SQ3R: Survey-Question-Read-Recite-Review. Retrieved from http://www.adlit.org/strategies/19803/