Smart Reading Online WorkshopPart 2: SQ3R

Created by: Jane Mangano

SQ3R

What does the Research say?

• Rachal, Daigle and Rachal (2007) 57% of students reported having difficulty with reading.

• York University, 1997, p 4) “...active reading has been shown to save time.”

• Andrew Artis (2008. p 130) “Proficient readers are highly metacognitive and can self-regulate their thoughts and actions.”

Okay, I’m convinced!

• How can I be metacognitive?• How can I regulate my thoughts during

reading?

SQ3R

• Survey• Question• Read• Recite • Review

Survey

• Gather the information you need to give structure to your reading.

• Notice headings, introduction, graphics, bold type, questions, number of pages...

Survey

• Does it look difficult?• Is it all relevant?• Is it new to me?• Are any parts already known to me?• How do the ideas fit together? • How long will it take me to read?• Will I read it in one session?

Question

• Turn headings and sub-headings into questions to be answered.

• Can also turn topic sentences into questions.

Question

• Don’t try and be clever!• This should be a simple process.

The First ‘R’ Read

• Now it is time to find answers to the questions you posed.

• As you read, your goal is to answer your questions.

Read

• Some texts require more effort than others.• You may need to consult other sources to

make meaning.• If you get bogged down, go to the next

section.

Read

• Do I understand what I am reading?• What questions have I not been able to

answer? Why?• Where can I go for help?

Highlighter trap

• Highlighting important information or facts so they can be easily found later, is a helpful strategy.

• Highlighting everything you want to remember is not so helpful. Don’t confuse highlighting with active reading. They are not the same thing.

• Sometimes students highlight so much information it is impossible to distinguish what is of value from what is not.

Second ‘R’ Recite

• At the end of each section, stop, and ask yourself the question posed.

• Try to answer without looking back at the text.• Write a two sentence summary.

The Final ‘R’ Review

• At the end of the reading session, go back and ask yourself all of the questions posed.

Review

• Could I answer all of the questions?• Which questions did I have trouble with?• Why?• Do I have any new questions?• What do I think about what I have read?• How does this reading relate to other

readings?

What have I learnt so far?

• Spend some time reflecting on what you have learnt so far.• Use these questions as a guide…

– How have you approached non-fiction texts in the past?– What strategies did you use to remember important information?– How effective were those strategies?– Were you more of an active or passive reader?– What have you learnt so far that you think will make you a better

reader?

• This should take about 10 minutes.

Task 1

Viewing Activity

• View this video about the SQ3R• http://www.youtube.com/watch?v=P2Gic5lU-

5g • The clip goes for just under nine minutes.

Written Task• Complete the written task below ‘How well do you

understand SQ3R?’• This should take about 10 minutes.

Task 2

How well do you understand the SQ3R?You are so impressed by the SQ3R active reading strategy, you want all of your study buddies to know about it! Imagine that a uni friend has commented on how she is struggling to stay awake while doing her reading. Lucky for your friend, you have the answer – SQ3R. In your own words describe each of the SQ3R stages in such a way that your friend will be able to use this strategy AND stay awake during her next reading session.

Time to have a go!• Follow the instructions in this task, and have a

go at applying SQ3R.• Spend 30 minutes on this task.• Make sure you use a chapter from one of your

course readings.

Task 3

Congratulations!

• You have completed the first part of this workshop!

• Well done!