-hazizi

-saleh
-fatul
-rafiq
-azrul
 This strategy will help
you:
 Create a study tool and strategy
 monitor, plan, evaluate, and
regulate your study behaviors
 take ownership of your learning
 Retain information
 Relate learning to your past,
present, &/or future.
SQ3R

 The purpose of a textbook is to

concisely convey information and
facts; a textbook is not meant to be
read like a novel.
 One successful strategy for textbook
reading is SQ3R.
 What is SQ3R?

 SQ3R is an acronym which stands for:

 Survey
 Question
 Read
 Recite
 Review
S=Survey

 Students look over the contents of the

text.
 Students note the chapter titles,
subheadings, pictures, captions,
graphs, maps, and diagrams.
 Students are better focused during
reading.
 This increases the level of
comprehension and retention.
Q=Question

 For the chapter heading and

subheadings, the students create a
question.
 Students write each question in the left-
hand margin of their Cornell note page,
leaving a few blank lines for notes.
 When formulating a question, students
should use terms such as who, what,
where, when, why, how, compare,
contrast, describe, list, explain, trace,
etc.
 American History
Subheading
The End of the First-Party System

SQ3R Question based on the subheading:

Describe the circumstances surrounding

the
collapse of the First Party System.
American Government
Subheading

The Job of the President

SQ3R question based on subheading:

What are the duties of the President of

the United States? List them.
Computer Class Chapter
Subheading

Types of Information Systems

SQ3R question for subheading:

What is an “information system.” List

the different classifications of information
Systems.
 Read
 Read each section carefully and answer
the heading questions you created.

 Highlight important information or main

ideas as you read, and write questions
that come to you in the margins.
 Reread any passages you need to clarify.

HIGHLIGHT
Someone please read this
?

 i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd

waht I was rdanieg. The phaonmneal pweor of the

hmuan mnid, aoccdrnig to a rscheearch at
Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr
the ltteres in a wrod are, the olny iproamtnt tihng is
taht the frsit and lsat ltteer be in the rghit pclae. The
rset can be a taotl mses and you can sitll raed it
whotuit a pboerlm. Tihs is bcuseae the huamn mnid
deos not raed ervey lteter by istlef, but the wrod as a
wlohe. Azanmig huh?
 Recite
 After reading each section, say the
questions and answers out loud.

• Try to connect all reading

sections to your prior
knowledge.
 Review
 Review all the questions that you
created.

•Review all the items you

highlighted.

•Review all the questions that you

wrote in
the margins.
Bonus step: RELATE

Make this information apply to you.

Connect new facts, vocabulary, &
concepts to your previous learning.
Does this apply to any experiences
you’ve had, anything you’ve read
about before, anything you’ve seen
before, or anything you’ve heard
before?
THINK!
Things that can be added to
enhance this method
 Summarize the reading in the form of a
reflection. Include the new vocabulary and
concepts. Make connections to your
previous learning, your current life, or
your future goals.

 Write out the questions before your

reading. Make a copy. As you read,
answer the questions just as directed,
keeping one copy of questions blank. Use
the blank question page as your study
page.
 Resources and References
Parkersburg West Virginia University. Academics Learning Center.
SQ4R. Retrieved October 7, 2006, from

http://www.wvup.edu/Academics/learning_center/sq4r_read

Western Kentucky University, Literacy Program, College

Reading Success. SQ3R. Retrieved September 22, 2006,
from
http://edtech.wku.edu/~ppetty/sq3rpractice.htm
Thank you