Study Skills The SQ4R Method of Study What is SQ4R?

SQ4R is a versatile study strategy because it engages the reader during each phase of the reading process. Readers preview/SURVEY (S) the text material to develop predictions and set the purpose for the reading by generating QUESTIONS (Q) about the topic. They READ (1R) actively, searching for answers to those questions. They monitor their comprehension as they summarize wRite (2R) & RECITE (3R). They evaluate their comprehension through REVIEW (4R) activities.

What is READING? There are many meanings for reading, but the simplest is to CONSTRUCT MEANING FROM TEXT. First and foremost you read for MEANING and UNDERSTANDING. The correct READING SPEED is the one that gets you that meaning and understanding. Reading is an art form and good readers do certain things that get them the meaning that the process is designed to extract. Learning anything involves putting yourself in the proper mode that will help insure that meaning can be gotten from the text. What you need to know to enhance your comprehension: 1. I begin with what I already know (activating prior knowledge). 2. I always try to make sense of what I am reading (context). 3. I ask myself questions; before, during and after reading. 4. I predict and think about what will happen next in the text, or how my questions will be answered. 5. I read with purpose. I know why I am reading and what I am reading to find out. 6. I know that as a good reader I often REREAD parts of, or even, the whole text two or more times in order to make sense of what I am reading. Two general learning components must be addressed as you begin the reading process and the SQ4R method will activate them. First, place the reading in CONTEXT . What is the reading about and do I have any prior knowledge about this subject to help me extract the meaning that I'm after ? The SURVEY and SYSTEMATIC reading puts this process into motion. You get an overview that will "jog your memory" as you search for prior knowledge on the subject. Ask questions about what you don't know. Make the questions simple and general if you don't have much prior knowledge and more specific if this is an area of study that is familiar to you. Using these questions will GUIDE YOUR SPEED AND COMPREHENSION as you attempt to answer them. THE STUDENT THAT IS ENGAGED IN READING IS MOTIVATED, STRATEGIC, KNOWLEDGEABLE, AND SOCIALLY INTERACTIVE.

READING IS A PROCESS THAT MUST INCLUDE THINKING BEFORE, DURING, AND AFTER READING.

How to Use It 1. Survey what you are about to read:Systematic Reading Think about the title: What do you know about this subject? What do I want to know? Glance over headings and/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 questionable statements by generating additional questions. 4. Recite Look away from the answers and the book to recall what was read. Recite answers to questions aloud or in writing. Reread text for unanswered questions. 5. wRite Make "maps" for yourself. Reduce the information Reread or skim to locate and prove your points. Write down the key terms and ideas in outline form or using the Cornell Note Taking System. Always read/question/recite before marking or taking down notes. Check yourself against the text. Correct and add to your answer. 6. Review Answer the major purpose questions. Look over answers and all parts of the chapter to organize the information. Summarize the information learned by creating a graphic organizer (concept map) that depicts the main ideas, by drawing a flow chart, by writing a summary, by participating in a group discussion, or by writing an explanation of how this material has changed your perceptions or applies to your life.

Study Strategies -- SQ4R

1. Survey : Psych yourself up..

2. 3. 4. 5. 6.

Intend to remember. Anticipate test questions. Question: Use previous knowledge. Intend to remember. Anticipate test questions. Read: Be selective. Create meaningful organization. Recite: Put ideas in your own words. wRite: Make "maps" for yourself. Reduce the information Review: Further reduce the information. Find personal applications.

Survey :Systematic Reading Technique

1. First Steps a. Read title, topic sentence in each paragraph, and introductory paragraph(s). b. Read headings, subheadings, and italicized words. c. Read Summary at the end of the chapter. 2. Question: Use previous knowledge. a. Intend to remember. b. Anticipate test questions. c. Turn each heading and subtitle into a question. d. Who? What? When? Where? Why? How? e. Restate the questions from headings to help fix them in your mind. 4Rs Techniques 3. Read: Elementary and In-depth-Be selective. a. Create meaningful organization. b. Read only the material covered under one heading or subheading at a time. c. Read ideas, not just words. d. Read aggressively, with the intent of getting answers, of noting supporting details, and of remembering. 4. Recite: Put ideas in your own words. a. Look away from the book and then "recite" (out loud) the major concepts of the section. b. Check your answers referring to the book. c. Answer the questions that you raised before you began to read. d. Answer fully, and be sure to include the reasons the author believes the answer is true. e. Recall the answer and do not refer to the book. 5. wRite: Make "maps" for yourself. a. Reduce the information b. Reread or skim to locate and prove your points. c. Write down the key terms and ideas in outline form or using the Cornell System. d. Always read/question/recite before marking or taking down notes.

 e. Check yourself against the text. Correct and add to your answer. 6. Review: Further reduce the information. a. Find personal applications. b. Look over your notes and headings and subheadings in the text. Get an overall view of the main points. c. Recall subpoints under each main point. d. Aim to do an immediate review and later review. Studies show that with immediate review you can retain 80% of what you covered. e. Go back periodically and test yourself to see how much you remember. Don't put off review until the night before the test.

Summary of SQ4R Method of Study

1. Survey : Psych yourself up. 2. Question: Use previous knowledge. Intend to remember. Anticipate test questions. 3. Read: Be selective. Create meaningful organization. 4. Recite: Put ideas in your own words. 5. wRite: Make "maps" for yourself. Reduce the information 6. Review: Further reduce the information. Find personal applications

SQ4R Reading Method Survey Question

Read

Recite

Relate

Review

SQ4R method improves both comprehension and grades. Before you read, Survey the chapter The title, headings, and subheadings. Captions under pictures, charts, graphs or maps. Review questions or teacher-made study guides. Introductory and concluding paragraphs. Summary. Try to get an overview of what lies ahead. Turn the title, headings, and/or subheadings into questions. Read questions at the end of the chapters or

Question while you are surveying

after each subheading. Ask yourself, "What did my instructor say about this chapter or subject when it was assigned?" Ask yourself, "What do I already know about this subject?" Example, the heading "Stages of Sleep" might lead you to ask: "Is there more than one stage of sleep?" What are they and how do they differ?" Asking questions helps you read with a purpose. Note: If it is helpful to you, write out these questions for consideration. This variation is called SQW4R When you begin to Read Look for answers to the questions you first raised. Answer questions at the beginning or end of chapters or study guides. Reread captions under pictures, graphs, etc. Note all the underlined, italicized, bold printed words or phrases. Study graphic aids. Reduce your speed for difficult passages. Stop and reread parts which are not clear. Read only a section at a time and recite after each section. Orally ask yourself questions about what you have just read and/or summarize, in your own words, what you read. Take notes from the text but write the information in your own words. Underline/highlight important points you've just read. Use the method of recitation which best suits your particular learning style. Remember to look for answers as you read and to recite or take notes before moving on. Recite key terms and concepts.

Recite after you've read a section:

Relate

It is easier to remember ideas that are personally meaningful. When you study a chapter, try to link new facts, terms, and concepts with information you

already know.

Review an ongoing process.

When youre done reading, skim back over the chapter, or read your notes. Then check your memory by reciting and quizzing yourself again. Make frequent review a key part of your study habits.

SQ4R METHOD OF STUDY

A READING TECHNIQUE SQ4R = SURVEY QUESTION READ RECITE WRITE REVIEW2

1. SURVEY Chapter/article with headings: - Read the chapter objectives/introduction/abstract. - Read the summary/conclusion. - Glance over discussion questions, suggested readings/reference books at the end of the chapter/article. - Glance over the headings/subheadings. - Note graphic aids, bold print, enumeration and italicized material. Chapter/article without headings - Read the first paragraph(s) = authors purpose/organization of the chapters/articles. - Read the first and or last sentence of every third or fourth paragraph if sort of first sentence of every paragraph if long = topic sentence. - Note graphic aids, bold print, enumeration and italicized material. - Read the last or concluding paragraphs(s) = restatement or summary of key ideas. 2. QUESTION - Turn the main headings/topic sentences into questions: WHO? WHAT? WHERE? HOW? WHY? HINT: Chapter/article with headings and subheadings: Develop a question that will incorporate the subheadings as answers to your questions. Introduction following the main heading:

Last paragraph/sentence will indicate the relationship of the subheadings. EXAMPLE: Sample headings: Primate Communication Sample introduction: Primates use four basic systems of communication: chemical, tactile, optical and acoustic. While all primates utilize all of these systems to some extend, lower forms generally rely on chemical systems, while the higher forms rely more heavily on optical and acoustic systems. Sample subheadings: Chemical System Tactile Systems Visual Systems Acoustic Systems Sample Question: What four basic systems of communication do primates use? Briefly describe them. 3. READ Read with the definite purpose of finding the answer(s) to your question. **TRANSITIONAL WORDS: Cues that important points probably follow 4. RECITE - When you have finished reading the section, briefly recite the answer(s) to your question. Mark the direct answer(s) to the question. 5. WRITE - Divide your page in half write your question in left column and the answer(s) in the left column in abbreviated form. - When you have completed the section relating to your question, go back and skim and mark other relevant details as well as making marginal notations. REPEAT STEPS 2, 3, 4, and 5 ON EACH CHAPTER HEADING. 6. REVIEW - Look over your notes and check your memory for the content by reciting the answer(s). Takes about 10 minutes.

The SQ4R Method of Study

SQ4R is a method of studying, not reading. Contrary to popular belief, reading material once is not enough for learning. The keys to learning are organization and repetition, both of which are included in the SQ4R method. SQ4R is an acronym for the steps in the method: Survey, Question, Read, Recite, Record, Review.

SURVEY Survey the entire chapter by reading the headings and subheadings, observing charts and graphs, reading summaries, and skimming any questions at the end. The Survey step provides an organizational overview of the chapter, gives a mind set for the job, and ultimately saves time. QUESTION Ask questions based on the survey. Becoming actively curious about the material aids in concentration, comprehension, and memory. READ Read for Understanding. Take one major section at a time. (Do not take notes yet.) RECITE After reading each section, make a deliberate effort to recite the main points. This is the step most students skip, yet it is critical to retention. After saying each point out loud, check the book for omissions and corrections. RECORD Take notes on each section as the Read and Recite steps are completed. The more organized and detailed the notes, the better for mastery of the material. REVIEW After all sections have been read, recited, and recorded, an overall review of the chapter is needed. This is best accomplished by reviewing all notes for the chapter, followed by a deliberate effort to recall the material. This Review step reminds the student of all material covered, reorganizes the separate sections back into a united whole, allows a check on any material that remains unclear, and helps with retention. Comments on SQ4R: The SQ4R method of study is easy to understand, but can be difficult to put into practice on a regular basis. Try it out! Initially it may seem to take too much time, but time spent studying while assignments are read is time saved later when studying for exams. Also, you do not need to follow the steps rigidly; experiment and modify the method to best fit your own needs. Students who learn to use SQ4R typically find it to be well worth the effort.

SQ4R

SQ4R is a study technique for textual materials that is based on work by Robinson (1946). {Robinson, F. P., (1946). Effective study. New York: Harper & Brothers.)} Gilbert and Gilbert (1992) state that if taught properly, students can mastery this study method by the end of the third grade! {Gilbert, T. F., & Gilbert, M. B. (12). Potential contributions of performance science to education. Journal of Applied Behavior Analysis, Monograph #7, 35-41.} "Smart" or intelligent people are different from other people in that they ask lots of questions, actively seek answers, and have a larger vocabulary than others. The SQ4R method stands for: survey, question, read, recite, (w)rite, and review.

Start with an attitude when reading a text: If you are not reading and studying the text and notes as if you are preparing to take a test, you are wasting your time. I. Survey and Question A. surveying's goal is to help you i.d. the important questions answered in the chapter. B. Steps in surveying: look at the beginning and end of the chapter for objectives and a summary. Read these carefully. These tell you up front what the important points in the chapter are in the author's opinion. Then, skim the chapter from beginning to end; quickly reading headings, bold print, and captions for pictures, tables, etc. Turn the titles and headings into lead questions. Example: one heading in a PSY 250 book was "Brainwashing Techniques Used by Communists." Convert this into a question that you can answer. Generating questions as you read (and writing them down) makes you an active learner. After surveying the chapter, you'll have a list of questions. Try to answer these questions before reading the test. Verbally summarized what you've already learned II. Read the chapter to: A. find the answers as quickly as you can to your generated questions, and for new answers to questions you didn't generate during your survey (it IS possible you missed something!)--write the new questions down. Don't read everything in the chapter. III. Recite and (W)Rite answers and summaries As you find (in the reading) an answer to a question, verbally recite a paraphrased answer to the question that accurately reflects the content of the source and, if possible, other information you already know (this integrates new with existing knowledge) and write it down; check for accuracy! This is critical--these questions and answers are what you'll be studying when preparing for exams, if they are wrong (or not totally correct) you won't do as well on the exam or in the class as you could. Periodically, before a test, pull out your list and self test yourself on the questions by writing answers to them and checking them for accuracy. SAYING YOU KNOW AN ANSWER IS NOT THE SAME AS ACTUALLY WRITING IT DOWN. IV. Review Use spaced review to keep this content you've learned "fresh" on your mind. This also produces overlearning. V. The results of SQ4R 1. surveyed chapter; 2. generated questions; 3. read selectively to answer questions in detail; 4. found questions you hadn't predicted (and their answers); 5. recited and written answers to questions; 6. summarized chapter's content verbally; 7. reviewed chapter by answering questions and summarizing the chapter. YOU SHOULD NOW KNOW THE CONTENT OF THE CHAPTER PRETTY WELL! 1. Several programs designed to teach students metacognition have been developed (reciprocal teaching; instrumental enrichment) besides the ones mentioned above, but their

general utility (e.g., that they positively affect student achievement) has not yet been as clearly demonstrated. C. When students understand general concepts, the specifics of the information are learned easier and become more meaningful. So, concept teaching is an important instructional strategy. Concepts are usually learned through observation or through definitions. Both are functional and require repetition. 1. The rule-example-rule illustrates the definitional approach. First, the students learn/memorize a rule. Then they are provided with examples that fit and do not fit the rule. Then they restate/paraphrase the rule for themselves and test it with other examples (restating it makes it more meaningful). Examples used should: (a) go from easy to hard, (b) be different from one another to minimize interference, and (c) compare and contrast fits and non-fits with the rule. 5. Transfer of training or generalization. Being able to apply information learned in one setting to different settings is critical to educational success. The extent of such generalization is usually a product of (a) how well the information was originally learned, and (b) the degree of correspondence/similarity between the two settings. In general concepts transfer more easily than specifics. 6. Problem solving. A. Means-end-analysis. Similar to a task analysis. First, students must be taught to identify the goal of a problem (what the outcome is supposed to be, or what you are supposed to do). Break the provided information down into relevant and irrelevant (based on the identification of the outcome) pieces. Concentrate on only relevant stuff unless you still can't solve the problem (at this point, info. identified as irrelevant may have to be reevaluated). Be consciously aware of sources of functional fixedness (not being able to use things in new ways because of the way they have always been used). 7. In discovery learning students identify concepts and principles on their own. In such situations, teaching is providing the materials necessary to facilitate the student's self-initiated explorations. (This approach is associated with open schools, Montesorri, etc.; horrible stuff primarily because there is too much stuff to learn and no one has the time (motivation?) to learn it on their own.) 8. Ausubel's receptive learning/expository teaching says that the job of a teacher is to select what is to be learned, structure the environment to promote learning, use materials that are appropriate to the students' levels and are content-specific (e.g., deal with the information students are to learn), and are presented in an organized manner. Good stuff! A. Three phases of receptive learning: presentation of an advance organizer; presentation of learning tasks/materials; and tying information to existing information via questions, feedback, etc. B. Expository teaching requires that you also present information from general to specific (deductive teaching; "top-to-bottom") and that you use brief class discussions before presenting materials so students can share relevant background information (perhaps gleaned from your advance organizer).

SQ4R Reading Improvement Method

Have you ever heard of SQ4R? This is reading technique that will strengthen your ability to remember what you read! S = Survey the material You need to begin your chapter with a brief survey of the contents. Look at the bold print, read the headings, check out the pictures and captions. You should then move through the chapter one page at a time until you get to the end of the chapter with the summary, review questions, and list of terminology found in most text books. Take a moment to look over those parts of the chapter. Read the summary, check out the questions and ask yourself if you know any of the answers already, and make a note by any terms you might already know. Q= Question Go back through the text and begin to ask yourself some questions about the material. Use the standard - who, what, when, where, why - questions as you are surveying the text. You don't need to answer the questions yet, just keep a list handy to use as a reference while you are reading. R= Read This is the time you actually begin to read the text of the chapter. You should always read with a pen in your hand, but keep a highlighter close by. Be careful not to highlight too excessively or you will just end up with pretty stripes of color. Making side notes on your page is much more effective than a long colorful stripe of yellow or pink. R= Recite Studying aloud is the most effective way to learn the material. At this stage of the reading process, you should be reciting information aloud to yourself as you read the text. Hearing the words aloud reinforces the information into the auditory cognition center of the brain, so you are actually putting in the information in both a visual and auditory manner at the same time. R= Review At this time, you need to consider how you are going to review the material you just read. Perhaps you can look at the side notes in the text. Review any notes you made on paper as well. Look at the questions and terms at this time and figure out which information you still need to learn more completely. R= Reflect Some reading techniques also suggest you reflect back on what you just read. This is a final chance to determine what information you are still unsure about in the text and which questions you should ask your instructor. These steps will take you closer to becoming a good reader!

The SQ4R Reading Method

Survey! Question! Read! Recite! Record! Review!

Survey the chapter:

the title, headings, and subheadings captions under pictures, charts, graphs or maps review questions or teacher-made study guides introductory and concluding paragraphs summary or summaries and/or outlines Whenever possible -- Turn the title, headings, and/or subheadings into questions; Read questions at the end of the chapters or after each subheading; Ask yourself, "What did my instructor say about this chapter or subject when it was assigned?" Ask yourself, "What do I already know about this subject?" Look for answers to the questions you first raised Answer questions at the beginning or end of chapters or study guides Reread captions under pictures, graphs, etc. Note all the underlined, italicized, and bold printed words or phrases Study graphic/visual aids (line graphs, bar graphs, charts, tables and diagrams) Reduce your speed for difficult passages Stop and reread parts which are not clear Read only a section at a time and recite after each section

Question while you survey:

Read what you've surveyed:

Recite what you've read:

Orally ask yourself questions about what you have just read and/or summarize, in your own words (remember to state the main idea and the major supporting details) what you read. Take notes from the text but write the information in your own words. Underline/highlight important points you've just read. Use the method of recitation which best suits your particular learning style but remember.

Record: keep a summary of what you've done.

By paraphrasing information, your understanding and retention increases. Take notes in a separate book or in the text. Reread or skim to locate and prove your points. Write down the key terms and ideas in outline form or using the Cornell System. Always question/read/recite before marking or taking down

notes. check yourself against the text. Correct and add to your answer.

Review: an ongoing process.

Day One After you have read and recited the entire chapter, write questions for those points you have highlighted/underlined in the margins. If your method of recitation included note-taking in the left hand margins of your notebook, write questions for the notes you have taken. Day Two Page through the text and/or your notebook to re-acquaint yourself with the important points. Cover the right hand column of your text/note-book and orally ask yourself the questions in the left hand margins. Orally recite or write the answers from memory. Make "flash cards" for those questions which give you difficulty. Develop mnemonic devices for material which need to be memorized. Days Three, Four and Five Alternate between your flash cards and notes and test yourself (orally or in writing) on the questions you formulated. Make additional flash cards if necessary. Weekend Using the text and notebook, make a Table of Contents - list all the topics and sub-topics you need to know from the chapter. From the Table of Contents, make a Study Sheet/ Spatial Map. Recite the information orally and in your own words as you put the Study Sheet/Map together. Now that you have consolidated all the information you need for that chapter, periodically review the Sheet/Map so that at test time you will not have to cram.