SQ3R

The name is an abbreviation of the five steps of the strategy: Survey, Question, Read, Recite, and Review The first step Survey or skim advises that one should resist the temptation to read the book and instead glance through a chapter in order to identify headings, sub-headings and other outstanding features in the text. This is in order to identify ideas and formulate questions about the content of the chapter. Question asks "What is this chapter about?" "What question is this chapter trying to answer?" "How does this information help me?" "Question" also refers to the practice of turning the headings and sub-headings themselves into questions and then looking for the answers in the text. If one chooses to actually write down the questions then they are using a variation method known as "SQW3R". The first "R" stands for Read which oddly enough means what it says. Only, in this case, one is meant to use the background work done with "S" and "Q" in order to engage oneself in a way similar to "active listening". The second "R" refers to the part known as Recite/wRite or Recall. Using key phrases, one is meant to identify major points and answers to questions from the "Q" step for each section. Apparently this may be done either in an oral or written format. It is important that an adherent to this method use her own words in order to evoke the "active listening" quality of this study method. The last "R" is of course Review. In fact, before becoming aquainted with this method a student probably just uses the R & R method; Read and Review. The "SQ3R" approach does have something valuable to add to this step. Provided the student has followed all recommendations, he should have a handy-dandy study sheet and should test himself by attempting to recall the key phrases. This method instructs the diligent student to immeadiately review all sections pertaining to any key words forgotten. The Review part is usually meant to be an ongoing process. Flashcards, notes, or other materials made during one of the above five steps can be used to review, a few minutes every day for several days. SQ3R is a comprehension method originally created as a study skill strategy for college students. However, with direct teaching and practice, it works with students starting in the early elementary levels as well. Early elementary teachers can introduce the SQ3R method to students by teaching students to survey the material they are going to read, make predictions based on the survey, and read to answer questions they have created prior to reading. The students demonstrate the recitation process when they respond and react to the predictions and questions posed. Once the students enter the upper elementary grades, approximately fourth grade, and

have begun to read longer and more complex texts, all of the steps for the SQ3R method can be introduced and practiced.[1] In order to fully develop an understanding SQ3R, students need to have an understanding of text structures and be able to generate main ideas. Teachers need to take time to carefully introduce, teach, model, and provide practice of each step. After an ample amount of time teaching and practicing the steps, students should practice applying it to various types and lengths of texts.[1] While the technique was introduced in 1946 by Francis Pleasant Robinson in his book, Effective Study,[2][3][4] the principles behind SQ3R were first documented in the 1930s.[1]