SQRRR or SQ3R is a
reading comprehension method named for its five steps: survey, question, read, recite and review. The method was introduced by
Francis P. Robinson, an American education
philosopher in his 1946 book ''Effective Study''.
The method offers a more efficient and active approach to reading textbook material. It was created for college students, but is useful for young students as well. Classrooms all over the world have begun using this method to better understand what they are reading.
Similar methods developed subsequently include
PQRST and
KWL table.
Process
#Survey ("S")
#:The first step, survey,
skim, or scan advises that one should resist the temptation to read the book and instead first go through a chapter and note the headings, sub-headings and other outstanding features, such as figures, tables, marginal information, and summary paragraphs. This survey step typically only takes 3–5 minutes, but it provides an outline or framework for what will be presented. The reader should identify ideas and formulate questions about the content of the chapter.
#Question ("Q")
#:
Generate questions about the content of the reading. For example, convert headings and sub-headings into questions, and then look for answers in the content of the text. Other more general questions may also be formulated:
#:* ''What is this chapter about?''
#:* ''What question is this chapter trying to answer?''
#:* ''How does this information help me?''
#Read (R
1)
#:Use the background work done with "S" and "Q" in order to begin reading actively. This means reading in order to answer the questions raised under "Q". Passive reading, in contrast, results in merely reading without engaging with the study material.
#Recite (R
2)
#:The second "R" refers to the part known as "Recite." The reader should try to recite from memory what was learned in the same manner as telling someone else about the information. It is important that the reader use their own words in order to formulate and conceptualize the material. Try recalling and identifying major points (heading/subheadings) and answers to questions from the "Q" step. This recital step may be done either in an oral or written format and is related to the benefits of retrieval (
testing effect The testing effect (also known as retrieval practice, active recall, practice testing, or test-enhanced learning) suggests long-term memory is increased when some of the learning period is devoted to retrieving information from memory. It is diff ...
) in boosting long-term memory for the material.
#Review (R
3)
#:The final "R" is "Review." Once you reach the end of the passage, review the material by repeating back to yourself what the point of the passage is using your own words. You may then repeat the process on the second set of questions.
See also
*
KWL table
*
PQRST (study skill)
*
Pareto principle
*
Study skills
*
Speed reading
Speed reading is any of many techniques claiming to improve one's ability to read quickly. Speed-reading methods include chunking and minimizing subvocalization. The many available speed-reading training programs may utilize books, videos, ...
*
Spaced repetition
Spaced repetition is an evidence-based learning technique that is usually performed with flashcards. Newly introduced and more difficult flashcards are shown more frequently, while older and less difficult flashcards are shown less frequently i ...
*
Cornell Notes
The Cornell Notes system (also Cornell note-taking system, Cornell method, or Cornell way) is a note-taking system devised in the 1950s by Walter Pauk, an education professor at Cornell University. Pauk advocated its use in his best-selling book ' ...
*
Francis P. Robinson
References
External links
Study Skills HandoutsWorcester Polytechnic Institute, Massachusetts
Virginia Tech, Blacksburg, Virginia
How to Use the SQ3R Method
{{DEFAULTSORT:Sq3r
Note-taking
Reading (process)