SQ3R

The SQ3R Study System Student Content Studying Skills Why Use SQ3R? Do you ever reach the end of ading your textbook assignmen
t have no idea what you’ve rea
ell, you’re t alone! he majority of students don’t know h
study efficiently because no one ever owed you how. Whatever techniques
u managed to pick up are not always ecFve. You and other students may fe
t studying is waste of Fme. All students can benefit from sing the SQ3R method because
requires you to acFvate your riFcal thinking skills and review
our understanding throughout our reading. What does SQ3R Mean? SQ3R is an acronym of the five steps in this method. 1. S = Survey 2. Q = QuesFon 3. R = Read 4. R = Recite 5. R = Review SQ3R is a comprehension strategy that helps you to nteract with the text WHILE you are reading. SQ3R is also a study trategy designed to help ou “get it” the first Fme ou read new material. y teaching you how to ead and think as ffecFve readers, you earn not only how to bsorb material more ully but also more It also convinces you not to
w a i t
and then {Cram}
for tests since the five steps of SQ3R require you to review informaFon and create notes during your first reading. Studying works beWer when you can nnect the informaFon to your own lives. umans remember informaFon even beWer
hen they are connected to their emoFons
That includes that funny sort of emoFon uriosity” and the pleasing experience of ving it saFsfied. One way to have things “sFck” more s to find areas of the material to be urious or inquisiFve about. We also remember facts beWer when they are interconnected or elated. When Do You Use SQ3R? SQ3R is an excellent method to use with textbooks that provide a lot of facts and informaFon, and require you to learn the material in depth and remember it. For example, textbooks in classes such as science, social studies, and health fall into this
category. Many of these textbooks can be read
and recalled more effecFvely using SQ3R. How Does SQ3R Work? 1. S = Survey his is the first step of the process. provides a quick overview of the aterial that will be covered in the arFcle chapter. 1. S = Survey (cont’d.) The survey step involves looking over the introductory and concluding paragraphs so that you know what the author intends to cover. Reading the headings, sub-­‐headings, and capFons to any charts, pictures, or tables also provides you with vital context for the material. 2. Q
= Q uesFon In this step, you take all of the headings, ubheadings, and anything else that has been olded and compose quesFons about them. These quesFons should begin with the word
”, “
”, and “
”. You may use Who”, “Where”, and “When” but do it paringly because they tend to give you shorter
nswers and less informaFon. 2. Q = QuesFon (cont’d.) You always should write these quesFons in omplete sentences but in your own words own the le^ hand side of the paper. WriFng it
n a paraphrase as opposed to a direct uotaFon will make it easier for you to process
nd later recall the informaFon. Leave 4-­‐5 lines between each quesFon. You
re beginning to create your own advanced rganizer/study guide. Finally, these quesFons will give you a goal a
3. R = Read As you read and come across answers to the
uesFons from step 2, you should, in your own
words, write down the informaFon found. This helps you to understand and omprehend the material more fully because ou will be “transla'ng” the “gobbledygook” of
extbook wriFng into terms and language that ou are familiar with, that you understand. 3. R = Read (cont’d.) a quesFon created is not answered: Read again for the answer. f not found, change the quesFon. material is found without a matching quesFon: ou should add the informaFon to your notes ou should also examine the text to see where you mis
n opportunity to ask a quesFon about important nformaFon. wo ObservaFons: ou have created your own study guide. ome of your created quesFons and answers may very
4. R = Recite (or Recall) Next, in pairs, you and another student should
uiz each other to try to answer the quesFons u each developed without referring to your tes or the text. The answers should be said oud. Employing another sense (hearing) helps
u to transfer informaFon from short term to ng term memory storage. 5. R = Review ou should review the study guide as frequentl
sible. The review can be done in small chunks e e.g. waiFng between classes, waiFng for frien
unch, before bed, even while brushing teeth! ngaging in short periods of intensive centraFon is a very efficient study method. Summary: Q3R is a useful technique for geeng maximum benefit from your reading
e. t helps you to organize the structure o
subject in your mind. t also helps you to set study goals and
parate important informaFon from elevant or just interesFng facts. Final Thoughts: .  SQ3R teaches you a structured way to read and study your textbooks. . It is also a way for you to increase your comprehension of wriWen informaFon. .  It creates a mental framework of the subject so that facts may be fiWed where they belong. .  It helps you to set study goals. .  It asks you to use review methods that will help
to fix informaFon in your mind.