An Introduction to Textbooks:

Sport and Physical Education

Some common reading myths
Read every words
One reading is sufficient
Don't skip passages
Machines improve speed
A faster rate means less comprehension

SQ3R Method for Thorough Study

S Survey
Q Questions
R Read
R Recall*
R Reading


*) more time should be spent on recall than reading
Survey
Look over material critically
Skim through the book and read topical
and subtopical headings and sentences
Read the summaries at the end of
chapters and books
Try to anticipate what the author is going
to say
WRITE the notes on paper, in sequence; then look over the notes to get
an overall idea or picture. This will enable you to see where you are
going

Questions
Instead of reading paragraph headings
such as "Basic Concepts of Reading,"
change to read, "What are the Basic
Concepts of Reading?" These questions
will become "hooks" on which to hang the
reading material

WRITE these questions out; look over the questions to
see the emphasis and direction; then attempt to give
plausible answers before further reading


Read
Read with smoothness and alertness to
answer the questions
Use all the techniques and principles

WRITE notes, in your own words, under each
question. Take a minimum number of notes-use
these notes as a skeleton

Recall
Without looking at your book or notes,
mentally visualize and sketch, in your own
words, the high points of the material
immediately upon completing the reading
Why?:
This forces you to check understanding
This channels the material into a natural and usable form
This points up what you do not understand
This forces you to think

Review
Look at your questions, answers, notes
and book to see how well you did recall
Observe carefully the points stated
incorrectly or omitted
Fix carefully in mind the logical sequence
of the entire idea, concepts, or problem
Finish up with a mental picture of the
WHOLE
Steps to Follow in Skimming
for the Main Ideas

First action
Read the title of the chapter or selection
carefully. Determine what clues it gives you
as to what the selection is about. Watch for
key words like "causes," "results," "effects,"
etc., and do not overlook signal words such
as those suggesting controversy (e.g.
"versus," "pros and cons"), which indicate
that the author is planning to present both
sides of an argument.

Secondly
Look carefully at the headings and other
organizational clues
These tip you off to the main points that the
author wants you to learn
You may be accustomed to overlooking boldface
headings and titles which are the obvious clues
to the most important ideas
If you concentrate on the details and ignore the
main ideas, you will have much more difficulty
retaining the information you read

Remember that authors of college textbooks
want you to recognize the important
concepts. They use:
Major headings and subheadings to convey
major points
Italicized words and phrases so that crucial new
terms and definitions will stand out
Lists of points set off by numbers or paragraphs
that begin with the phrases such as "The three
most important factors . . . " etc

Redundancy or repetition. By stating and
restating the facts and ideas, the author ensures
that you will be exposed in different ways to the
concepts she feels are the most crucial for you
to understand. She hopes that on at least one of
these exposures you will absorb the idea.
Therefore, it is vital that you recognize when an
important concept is being restated in slightly
different words and when you have completely
mastered the idea

Sample
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