SQ3R Method of reading : Reading Technique SQ3R

SQ3R Method of reading

SQ3R

SQ3R Approach

When you pick up a text book and just start reading it… that is like working the puzzle without being able to see the picture on the box of jigsaw puzzle. SQ3R is like the picture on the puzzle box. You spend a little time up frontthat pays big dividends in improving your learning efficiency and effectiveness

It is a proven technique to sharpebook reading skills

SQ3R is an acronym, short for • Survey • Question • Read • Recite • Review , a studying strategy whereby students learn through these five critical aspects § Developed by Francis P. Robson in the 1920s § It is considered a matchless strategy in terms of its comprehensive effect on learners

1. Survey

We typically will use this method on two levels.

(a) Textbook Survey We will survey the entire text the first time we use it. We do this to learn how the authors have structured the content ·  Where do we look as we do this? Table of contents – structure of the content. Preface / introduction – to discover the author’s strategies. Chapter summaries – to get a feel for the subject and the author. Glossary – a dictionary of terms the text uses. Appendices – present some part of the text in greater detail, or explain something you need to know in order to do well with the subject. Index – to become familiar with its level of detail.

(b) ·  Assignment Survey At the start of a study session, we survey in more detail the material we will be reading. li>As we survey, we will be forming questions (sQ3r) we will be trying to answer as we read.

>We also want to build an outline of the content in our heads. This helps us relate what we are learning now to things we already know. How did you learn the alphabet?

The outline also serves as an organizer while we are reading the material… so we can see where what we are reading now fits in with the rest of the content.

How to do the Assignment Survey Start at the detailed table of contents . This gives you the broad topic outline. >Chapter learning objectives Then the chapter introduction for The purpose of the chapter How it fits with the rest of the material </ Suggestions from the author on how to learn more effectively >A broad overview of the content through the chapter and look for tables and figures… and other features that help you organize and learn more effectively. Look for things to turn into Read the chapter summary, if there is one. Read this before you read the chapterthen return to it afterwards.

·  Determine the structure or Organization of the Chapter.

·  The Three Goals of Surveying – to get l A general overview lA feeling for the writer’s style and organization lA sense of what’s important lAn idea of the chapter’s natural break or division

·  CONTINUE TO SURVEY lGet the big picture lDecide what’s important lKnow the main points lConnect what you already know to what you don't know lPrepare to read

· Survey • Think about the title. (Predict what will be included in the chapter.) • Read the introduction. (The main ideas will help you understand or make sense of the details.) • Read the main-headings (boldface print). Here are the main ideas.

Read the Summary. Here is the relationship among the main idea. • Read the questions at the end of the chapter. These will help to identify important parts of the chapter

Survey get an overview of the paper trigger background knowledge decide if a paper is useful or not during research This helps to: Skim the text quickly, without reading every word. Focus on headings, introductions, conclusions, images, glossaries and diagrams.

·  the first step, whereby the student: Ø Gets a general idea of the topic by skimming through a chapter and note headings, sub- headings and other outstanding features, such as figures, tables, and summary paragraphs. Ø Understands the outline/structure/framework of what will be presented. Ø Comprehends the content to be read Ø Identifies how the author highlights key points and most important information Ø Draws on prior information in relation to the content

·§ Gauge time and effort needed to master the information by measuring how well they already know Survey the chapter● Read the title, headings, and subheadings● Review captions under pictures, charts, graphs or maps● Review questions or teacher-made study guides● Introductory and concluding paragraphs of sections● Summary

Survey the chapter before you read it. This will give you a general idea of what the chapter is about and the main points that the author is making. ¡ Go through the chapter and glance at the headings. ¡ Read the final paragraph of the chapter.

2. Question

Turn chapter headings/subheadings into questions to guide your reading lAsk what? lAsk who? lAsk why? lAsk how? lWhere? and when? questions give you a very limited answer.

Why do we want to have questions to answer as we read?

Questions create interest and make us active learners. >They also facilitate long term memory formation >To form a memory, connections must be grown in the brain.

Where to get questions… >Table of contents </ >Chapter learning objectives </li></ul><ul><li>Topic headings >Chapter summary >Questions the author provides Assignment instructions!

Write the questions down. Then write the answers as you read. Writing these down sends a signal to the brain that this must be remembered.

·  Turn each heading and subheading into a question.

· • While practicing this technique write the questions down. This gives the answer. • You are looking for something rather than simply looking at words • Take one section at a time • Keep answers brief • Use your own words

Write down some questions you want the text to answer based on your initial survey, or turn the headings into questions. give you a purpose or goal while reading maintain focus and concentration

This involves the student forming questions to be answered during reading § Predictions are made about what is important in the chapter being read § Links between the chapter’s general topic and the overall course objectives

Why questions?

·   § To motivate reader to seek answers whilst reading § Promotes further critical thinking and contextual understanding § Creates an effort to anticipate and predict what an author is trying to communicate § To discern the main issues, their relevance and knowledge needed to understand them § They also facilitate long term memory formation.by creating connections

Where to get questions?

 Previous knowledge § Table of contents § Chapter learning objectives § Topic headings § Chapter summary § Questions the author provides § Practical correlates if any

Ask Questions while you are surveying: ● Turn the title, headings, and/or subheadings into questions ● Read questions at the end of chapters or after each subheading ● Ask yourself, "What did my instructor say about this chapter or subject?" or "What do I already know about this subject?" Note:If it is helpful to you, write out these questions for consideration. This variation is called SQW3R

Before you begin to read the first section, turn the heading of the first section into a question.ž Then read to answer the question that you generated.ž Formulating questions forces you to think about what you are about to read; it makes you try to predict what the author’s main point will be.

 

3. Read 

Reading( active reading) is the most vital component of the SQ3R method § Reading actively means reading in order to answer the questions raised under “Q” § The opposite is passive reading where there is mere engagement of the student with the study material

We have surveyed, and we have compiled a list of questions we want to answer… Now we read. But we do not just read straight through.

We read a section at a time, and after each section we recite. >A “section” is a naturally formed unit of the assignment. Often, these are formed by the way a chapter is broken into parts.

·  Get an idea of what the chapter is about by reviewing the highlights: lRead the title, headings, and subheadings. lTake note of words that are italicized or bold. lLook at charts, graphs, pictures, maps, and other visual material.

·  CONTINUE TO READ l Note all the underlined, italicized, BOLD words or phrases. l Reduce your speed for difficult parts l Stop and reread parts which are not clear l Read only a section at a time and recite l after each section

Read only that section • Look for answers to your questions • Move quickly • Sort out Ideas and evaluate them. • If content doesn’t relate to question, give it only a glance.

Read the text thoroughly to find answers to your questions and take notes. think critically about what you're reading identify and summarise key points in your notes

Continuously assess comprehension by reciting each section before moving on § Recognizing when comprehension begins to decline in order to adjust method or speed of reading § Make brief notes in the reading material and more detailed ones in a notebook to summarize and emphasize information § Locate main concepts , relationships and examples to consider how the author expresses information and use that to answer your questions § Engage author’s ideas by relating to previous topics through consideration of similarities § Identify new vocabulary, locate and record its meaning

 

Determine the best way to learn the various subtopics by choosing an efficient reading technique e.g. note making, highlighting, visualizations etc § Consider what the author wants the reader to understand in the chapter § Gain the discipline to see the bigger picture, so as to understand the larger mission of the course

When you are actively Reading: ● Look for the answers to questions you initially raised ● Answer questions at the beginning or end of chapters or study guides ● Re-read captions under pictures, diagrams, graphs, etc. ● Note all the underlined, italicized, bold printed words or phrases ● Study any graphic aids that may be present ● Reduce your reading speed for difficult passages ● Speed up when you get to familiar areas ● Read only a section at a time and recite after each section

Read the text material under the heading in order to find the answer to the question you generated.ž Reading the section to locate an answer helps you get actively involved in the text material

4. Recite

Orally ask yourself questions about what you have just read or summarize, in your own words, what you read l Take notes from the text but write the information in your own words l Underline or highlight important points

·  Recite < At the end of each section, you pause in reading… … to say in your own words what you just read. >If you can’t say it in your own words, you did not understand what you read adequately.

If you did not understand, that should signal you to go back and read again. >If you still don’t understand, then it is time to use other sources of information.

Recall Put the text and your notes aside and try to recall what you have just read. Answer your questions and make notes in your own words. This helps to: check your understanding and memory

To improve comprehension and long term retention by immediate reflection on what has been read § Students conceptualize material in their own words § Recalling and identification of major points with respect to answering questions in the second stage § Maybe oral (e.g. A discussion) or in written format  

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.

Recite •

Answer the questions in your own words • Write the answer using only key words • Follow the technique R1 technique for each section. • Orally ask yourself questions about what you have just read or summarize, in your own words, what you read .

Recite after youve read a section: ● Ask yourself questions about what you have just read, or summarize, in your own words, what you read ● Take notes from the text, but write it in your own words ● Underline or highlight important points ● Reciting: The more senses you use the more likely you are to remember what you read

At the end of the first heading section, answer the question that you formulated.ž Recite the answer in your own words, without looking at the textž If you find you are unable to recall a part or all of the answer, glance over the section again.ž Jot down a brief answer in outline form on a piece of paper.ž Don’t make any notes until you have read the entire section.

How to recite

Put it in your own words, Write a summary, Write notes (in book or on paper), Create 3X5 cards, Create a mind map, Highlight

Retain information, Check understanding

Try to remember what you have read } Decide what the main points are } Write down the main points, using your own words to explain what they mean } Revisit vocabulary } Go back to your questions from step 2

 

5 Review

Refer back to your questions and the text and make sure your notes contain all the important points from the reading. Review these notes frequently. Review This helps to: improve your memory identify gaps in your understanding develop useful study notes

·  Review >After you have read and recited through the entire assignment, or you are just stopping for now, take the time to do a quick review. >The review is at least as valuable to you as the initial read.

>The review is valuable because it takes you back out to the big picture view… while sorting the facts into place on the grand outline. This assists the brain in consolidating the information to long term memory.

After you have finished reading the entire chapter, look over the notes that you have made to again familiarize yourself with the important information in the chapter.ž Check your memory by covering your notes and reciting the main points out loudž Then cover each main point in your notes and try to recite the subordinate points that you noted until you have reviewed each headed section.

·  The student tests himself or herself by attempting to recall the key concepts and phrases in each section read § Assess original questions in terms of how appropriate they were and adjusting them for relevance, thus increasing understanding and ability to develop appropriate questions § Reflect whether questions have been effectively answered with the related evidence § Go back to sections where questions aren’t clearly answered or look to other sources if need be

·   § Organize information for later review in a meaningful way which is important in relating information in each section. This is though summaries, diagrams, such as flow charts, graphs, pictures and tables for easy comparisons § Reviewing repeatedly and in different ways enhances retention of ideas and information for later retrieval and application.

Increase retention • After you have read and recited the entire chapter, write questions in the margins for those points you have highlighted or underlined. • Page through the text and/or your notebook to re- acquaint yourself with the important points. • Alternate between your flash cards and notes and test yourself (orally or in writing) on the questions you formulated.

·  After you have read and recited the chapter, write questions in the margins for those points you have highlighted or underlined. l If you took notes while reciting, write questions for the notes you have taken in the left hand margin of your notebook.

· Process in Mind l Page through the text or your notebook to re-acquaint yourself with the important things. l Orally ask yourself the questions in . l Orally recite or write the answers from memory. l Make “flash cards” for those questions which give you difficulty. l Develop mnemonic devices for material which need to be memorized.

Reread } discuss the material with someone } schedule regular reviews of the material to keep it fresh in your mind

 

Benefits of SQ3R

·  The strategy improves students‟ reading comprehension and proficiency. § The survey of SQ3R makes students ready for effective reading. § Recitation gives students a chance to look back and check up on learning. § The review process empowers students to tie up the entire chapter and increase their understanding. § It makes students active and co-operative, thus, reading activity remains no more a dull practice for them

·  § Enables students to be more active and involved in their learning. § Helps students change their negative impression about reading textbooks. § SQ3R introduces a diverse set of mega cognitive reading techniques in a way students can easily understand and implement § SQ3R provides students who are likely to be distracted with a focused view to discuss apparently challenging textbook tasks § SQ3R can create opportunities for more meaningful forms of instruction than lecturing § Builds understanding over time and discourages less effective last-minute cramming before exams.

·  § SQ3R. It is relatively easy for instructors to understand and to explain § Educators do not have to assess the reading skills of students or tailor reading instruction to a student’s individual reading level

The SQ3R Study Method SQ3R is useful for more than just learning from a reading assignment. With modification, you can use the same sort of approach to planning your individual projects and discussion boards. You can use this approach in sizing up internet search results, as well.