SQ3R (SURVEY, QUESTION, READ, RECITE, REVIEW)
The SQ3R strategy gives students a purpose for reading by having them formulate questions that they answer while reading. SQ3R is a well-known and popular reading and study strategy. The components of this strategy reflect many of the behaviors that are engaged in by expert readers (Pressley & Afflerbach, 1995). SQ3R allows students to be aware of a purpose for reading, overview the text, read selectively, and review what is read.
There are several variations to SQ3R. According to page 84 of Dr. Mimi Miller and Nancy Veatch in their 2011 book entitled Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12, "One variation of SQ3R is to have students only divide their paper into twosections as opposed to three. This provides students with more space to record notes; label the sections “Questions” and “Notes.” Another variation is to provide strategy cards for students that remind them of the steps involved in this process (survey, question, read, review, recite). Included can be reminders about what to do for each section. These cards can be used as bookmarks in student’s textbooks if the strategy is used often enough. Common Core Standard
CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
Video Examples
Step-by-step explanation of the SQ3R method and how to use it practically.
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This video gives a very detailed explanation of each component of the SQ3R method.
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Miller and Veatch's 2011 Guide to:
SQ3R (SURVEY, QUESTION, READ, RECITE, REVIEW)
1. Select the appropriately leveled text that covers the content needing to be taught.
2. Survey. Think aloud and model for students how to skim the text to determine the structure or organization of the chapter. This might include reading the introduction, looking at headings, reading the summary, or reading the questions at the end of the chapter.
3. Have each student prepare a sheet of lined paper folded vertically (trifolded) so that the paper is divided into three columns; label them “Headings/Subheadings,” “Questions,” and “Notes.”
4. Question. Model with students how to turn each heading/subheading into a question. Students should record these questions in the question column and leave enough space underneath so that they have ample space in the note column to keep the questions and notes aligned. A good rule of thumb is to leave two to three blank lines per paragraph for each section. For example, if the subheading has been turned into a question and the text passage underneath it is four paragraphs long, skip eight to twelve lines before students write the question for the next subheading.
5. Read. Read the section together, modeling fluency and vocabulary strategies. Stop often to think aloud while reading.
6. Recite. Give an oral summary when finished with that section. Then, write aloud notes that will give an answer to the question. Students should record this answer in their notes, as well as other significant details that will help them better understand.
7. Repeat this process for each section of the text.
8. Review. After completing the passage, think aloud to show students how to go back and review all of the headings/subheadings, questions, and notes from the reading.
9. Gradually move students to more guided, and then independent practice with this questioning strategy.
2. Survey. Think aloud and model for students how to skim the text to determine the structure or organization of the chapter. This might include reading the introduction, looking at headings, reading the summary, or reading the questions at the end of the chapter.
3. Have each student prepare a sheet of lined paper folded vertically (trifolded) so that the paper is divided into three columns; label them “Headings/Subheadings,” “Questions,” and “Notes.”
4. Question. Model with students how to turn each heading/subheading into a question. Students should record these questions in the question column and leave enough space underneath so that they have ample space in the note column to keep the questions and notes aligned. A good rule of thumb is to leave two to three blank lines per paragraph for each section. For example, if the subheading has been turned into a question and the text passage underneath it is four paragraphs long, skip eight to twelve lines before students write the question for the next subheading.
5. Read. Read the section together, modeling fluency and vocabulary strategies. Stop often to think aloud while reading.
6. Recite. Give an oral summary when finished with that section. Then, write aloud notes that will give an answer to the question. Students should record this answer in their notes, as well as other significant details that will help them better understand.
7. Repeat this process for each section of the text.
8. Review. After completing the passage, think aloud to show students how to go back and review all of the headings/subheadings, questions, and notes from the reading.
9. Gradually move students to more guided, and then independent practice with this questioning strategy.
Examples
Resources
Harris, R. (2014). Learning Strategy 8: The SQ3R Reading Method. Retrieved from http://www.virtualsalt.com/learn8.html
Johnson, J. (2013). SQ3R Reading Method. Retrieved from https://www.youtube.com/watch?v=0dhcSP_Myjg
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
WSEA Tutoring. (2013). Improve reading comprehension and note taking with SQ3R. Retrieved from https://www.youtube.com/watch?t=58&v=wxzWbvdhQsg
Harris, R. (2014). Learning Strategy 8: The SQ3R Reading Method. Retrieved from http://www.virtualsalt.com/learn8.html
Johnson, J. (2013). SQ3R Reading Method. Retrieved from https://www.youtube.com/watch?v=0dhcSP_Myjg
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
WSEA Tutoring. (2013). Improve reading comprehension and note taking with SQ3R. Retrieved from https://www.youtube.com/watch?t=58&v=wxzWbvdhQsg