SQ3R

Lauren HalifaxAshlee Lynn

Jessica MiddletonShanay Miller

SQ3R is a study method designed to assist students with

reading comprehension SQ3R – an acronym meaning Survey, Question, Read,

Recite, and Review Derived from F.P. Robinson’s review of research on studying S – Surveying headings and summaries increases speed of

reading, helps students remember the text, and provides an overview of the text

Q – Questioning before reading each section improves comprehension

R – Reading the text, Reciting from memory, and Reviewing what you’ve read immediately after reading slows down forgetting what you’ve read

What is SQ3R?

50% of what you have learned in a day is

forgotten the next day; therefore, students are only able to answer just 25% of questions asked about a text.

Students who review material immediately after reading have retention rates of more than 80% the next day.

In one study, students who spent 20% reading and 80% reciting were able to answer twice as many questions about the text than those who simply read the text (Gates, 1917).

What is SQ3R?

Students are using text structures, such as

headings; subheadings; words in the text that are bolded, italicized, or underlined; and visuals.

Students are using prior knowledge to support comprehension by making inferences and drawing conclusions.

Students are answering critical thinking questions.

Why use SQ3R?

Students are skimming the material to gain

an overview of the main points of the material.

Students are distinguishing between relevant and irrelevant information.

Students are identifying central ideas and uncovering what is behind these ideas.

Why use SQ3R?

Even though SQ3R was originally designed

for college students, teaching it in the upper elementary grades prepares students for the future. Teaching the concept this early may reverse

detrimental study habits students may have already developed

Teaching young students how to survey material, make predictions, and read to answer questions helps students develop their critical thinking skills.

Teaching SQ3R

Once students have begun to read long texts

(i.e. texts on standardized tests), you can introduce them to the SQ3R principles.

Successful use of the SQ3R method requires being able to generate main ideas and having knowledge of text structures.

Teach SQ3R carefully, making time for practice and application.

Be consistent in teaching SQ3R. It requires constant review.

Teaching SQ3R

Pearson Custom Education: Developing

literacy: LITR 3130. New York: Pearson Learning Solutions, pp. 433-435.

Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development, pp. 337-338.

References