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Survey, Question, Read, Recite, Review (SQ3R)

What is it?

SQ3R (Robinson, 1961) is a versatile study strategy because it engages students during each phase of the reading process. Students preview the text material to develop predictions and to set a purpose for reading by generating questions about the topic; they read actively, searching for answers to those questions; they monitor their comprehension as they summarize; and they evaluate their comprehension through review activities.

How to use it:

Provide students with a copy of the instructions below. Model how you would respond to each set of questions or tasks. Assign a text passage to be read and have students practice the strategy in pairs or small groups. When it's clear that they understand each phase of the strategy, assign additional passages to be read, but have students work individually.

1. Survey what you are about to read.

· Think about the title: What do I know about this subject? What do I want to know?

· Glance over the headings, or skim the first sentences of paragraphs.

· Look at illustrations and graphic aids.

· Read the first paragraph.

· Read the last paragraph or summary.

2. Question.

· Turn the title into a question. This becomes the major purpose for your reading.

· Write down any questions that come to mind during the survey.

· Turn headings into questions.

· Turn subheadings, illustrations, and graphic aids into questions.

· Write down unfamiliar vocabulary and determine the meaning.

3. Read actively.

· Read to search for answers to questions.

· Respond to questions and use context clues for unfamiliar words.

· React to unclear passages, confusing terms, and question statements by generating additional questions.

4. Recite.

· Look away from answers in the book to recall what was read.

· Recite answers to questions aloud or in writing.

· Reread text for unanswered questions.

5. Review.

· Answer the major purpose questions.

· Look over answers and all parts of the chapter to organize information.

· Summarize the information learned by

   o creating a graphic organizer that depicts the main ideas,

   o by drawing a flow chart, by writing a summary,

   o by participating in a group discussion, or

   o by writing an explanation of how this material has changed your perceptions or applies to your life.

How could it be used in social studies instruction?

Social studies text is heavily laden with content. Numerous facts, figures, characters, episodes, events, and ideas can be presented in each passage. Much of the content, including vocabulary, is new information for students. SQ3R helps students manage large amounts of new content. This strategy defines a purpose for reading. It assists students in organizing content and builds comprehension. It also helps students monitor their thinking and assess their own learning.

How could it be used in mathematics instruction?

This strategy provides students with a structured way to and read as they explore text material. Studying mathematics text can be especially challenging. A deliberate study strategy such a SQ3R can help students focus and read actively.

How could it be used in science instruction?

This strategy provides students with a structured way to preview and read as they explore text material.