SQ3R: Why It Works, Based on an Information Processing Theory of Learning

Author(s): Dolores Fadness Tadlock

Source: Journal of Reading , Nov., 1978, Vol. 22, No. 2 (Nov., 1978), pp. 110-112
Published by: International Literacy Association and Wiley

Stable URL: https://www.jstor.org/stable/40027010

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 SQ3R- Why It Works, Based
on an Information Processing
Theory of Learning
DOLORES FADNESS TADLOCK ■ Teachers of secondary and college
reading-skill classes often include in
Tadlock is a doctoral candidate
their syllabi a systemized procedure
and teaching assistant in the
for independent study. The best
Reading Center at Washingtonknown is SQ3R- survey, question,
State University, Pullman.
read, recite, review- developed by
Robinson (1961).
Although many reading specialists
advocate teaching SQ3R to students
and have included an explanation of
each component of it in their books
(Burmeister 1974, Shepherd 1973,
Harris and Sipay 1975), virtually none
have attempted to explain why it
works. Nor do they advocate explain-
ing why it works to students. Shep-
herd (1973) points out that many
students fail to see the efficiency of
SQ3R and complains that they, there-
fore, do not often use the method
even when they are aware of it.
If students believed SQ3R would
work, they would probably use it. A
necessary prerequisite for such belief
is an understanding of why it works. If
students knew why it works, they
would be more likely to believe it will
work; and they would be more likely
to use SQ3R in their independent
reading. Furthermore, students who
understand the "why" of SQ3R would

110 Journal of Reading November 1978

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have the information required to will result in formation of new cogni-
adapt the procedure to their individ-tive categories or expansion of exist-
ual needs (as dictated by the varying ing ones. If the processing system
nature of reading assignments). Stu- "knows" what to expect in advance, it
dents who use SQ3R without under- can deal with the information in a
standing why it works could not much more efficient manner than if
confidently make such adaptations the new information is injected into
for fear they might render the entire the system with no forewarning.
system ineffective, if not useless. Question: Like the survey compo-
SQ3R is based on an information nent of SQ3R, questioning requires
processing theory of learning (Neis- the reader to examine his/her uncer-
ser 1967, Hunt 1971, Newell and tainty (that is, to find out what s/he
Simon 1972). This view suggests that does not know about the information
humans inherently strive to "make that will be coming into the process-
sense" out of their world- to reduce ing system so that s/he may tie new
their uncertainty concerning theinformation
na- into already existing cog-
ture of the world. To do this, they 1) categories). Therefore, self-
nitive
take in information through their generated questions are more appro-
sensory organs; 2) process that in- priate and more valuable in guiding
formation via their memory systems; the reading process than are teacher-
3) structure and categorize the in- generated ones.
formation in the most meaningful Read: Reading is the main event of
manner possible, i.e., so its inter- SQ3R. The reader must evaluate and
relationships with other structures orselect the information needed to fill in
categories are immediately apparent the gaps in her/his cognitive struc-
to them; and 4) store the information tures. Physical and psychological
so it will be available for recall and limitations of the human information
future use. processing system do not allow us to
We are constantly exposed to attend to all the incoming informa-
much more information than our tion. As we read, we rely on feedback
brains can possibly process. There- from the environment and from our
fore, the rate at which new input from own cognitive structures to guide us
the environment can be injected into in selecting what information to at-
the system is limited by the rate at tend to. If we are not actively involved
which the brain can process informa- in reading, we will not receive maxi-
tion. Each component of the SQ3R mum information from the print, and
procedure for independent study is the information we do receive may
designed to facilitate the processing not be appropriate to our needs in
of incoming information (print) so theterms of reducing our uncertainty.
reader can deal with more of it and Recite: The recitation component
deal with it more effectively. of SQ3R is the most time-consuming.
Survey: Surveying the materialStudents
to are therefore most likely to
be read prepares the processing skip over this phase. If they do, the
system for what is coming. It definessystem will not work.
the nature of the uncertainty and Recitation is essential for two
provides essential information re- reasons.

quired to know if the incoming data 1 . If the reader knows s/he is going

TADLOCK: SQ3R 111

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to have to recite, s/he will be more of SQ3R is also essential to the
likely to read actively. As s/he reads, success of the procedure and is well
s/he will be evaluating and selectingworth the short time it takes to
what it is s/he will recite. Thus perform.
maximum concentration will be In summary, SQ3R compensates
placed upon the most relevant forinfor-
inherent deficiencies in the infor-
mation in the reading assignment. mation processing system and forces
2. The information processing readers
con-to use their processing sys-
tinuum contains an immediate mem- tems in a productive manner. If
ory, a short-term memory, and a secondary and post-secondary stu-
long-term memory (Kintsch 1970, dents are made aware of this, they
Miller and Johnson-Laird 1976). Itemsmay be more likely to use SQ3R and,
must be stored in long-term memoryconsequently, to profit from its use.
to be available for recall. It seems to References
Burmeister, Lou E. Reading Strategies for Secondary
take about five seconds per item to School Teachers. Reading, Mass.: Addison-Wesley
Publishing Company, 1974.
get information from short-term mem- Harris, Albert J. and Edward R. Sipay. How to Increase
ory to long-term memory (Simon Reading Ability, 6th ed. New York, NY.: David McKay
Company, Inc., 1975.
1969). When we recite, we slow down Hunt, E.B. "What Kind of Computer Is Man?" Cognitive
Psychology, vol. 2 (1971), pp. 57-98.
the input of information, thus giving Kintsch, W. Learning, Memory and Conceptual Process-
our processing system the time it es. New York, NY.: John Wiley, 1970.
Miller, George A. and Philip N. Johnson-Laird. Lan-
needs to transfer information from guage and Perception. Cambridge, Mass.: Harvard
University Press, 1976.
short-term to long-term memory. Neisser, U. Cognitive Psychology. New York, N.Y.:
Appleton-Century-Crofts, 1967.
Review: Memory research indicatesNewell, A. and H.A. Simon. Human Problem Solving.
that most forgetting takes place short-
New York, N.Y.: Prentice-Hall, 1972.
Robinson, Francis P. Effective Study, rev. ed. New York,
ly after the learning task has beenN.Y.: Harper & Row, Inc., 1961.
Shepherd, David L. Comprehensive High School Read-
completed (Travers 1977). Immediateing Methods. Columbus. Ohio: Charles E. Merrill
review interferes with the forgettingPublishing Company, 1973.
Simon, H.A. The Sciences of the Artificial. Cambridge,
process and results in more complete Mass.: The M.I.T. Press, 1969.
Travers, Robert M.W. Essentials of Learning, 4th ed.
retention. Thus the review component New York, N.Y.: Macmillan, Inc., 1977.

Epistle Moves
The new address for Epistle, the publication of the Professors of Reading
Teacher Educators Special Interest Group of the International Reading
Association, is: Epistle, c/o Robert A. Palmatier, Department of Elementary
Education, Northwestern State University, Natchitoches, Louisiana 71457,
U.S.A.

IRA Becoming Known

Between mid-August and mid-December 1977, a newspaper clipping
service clipped 1600 articles from American newspapers that dealt with the
topic of reading education. The International Reading Association was
mentioned in 50% of the articles clipped.

112 Journal of Reading November 1978

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