Reading in academic settings

 Briefly describe the meaning of the SQ3R

studying approaching as a whole
 Clearly elaborate on each component of the
SQ3R method
 Practically apply the SQ3R approach in an
academic setting
 Reading- The process of interpreting written
language, symbols or signs.
 Academic setting- A learning context/ scenario
Involves
 Grasping words from reading material with
sufficient speed
 Understanding connotations and the literal
meaning of various denotations
 Engaging read text (arrange, use and relate)
 Perception and comprehension which involves
predicting, skimming, scanning, questioning and
summarizing
 Goal oriented
 Development of anticipation by activationg prior
knowledge
 Increases comprehension
 Reduces errors through review
 Promotes active learning thus stimulating students
intellectually
 Prevents confusion during reading by providing
goals during
 Increases productivity, that is, more work done per
unit time
 Increases the amount of information that students
retain
 The SQ3R approach
 SQ3R is an acronym, short for
• Survey
• Question
• Read
• Recite
• Review ,
a studying strategy whereby students learn through
these five critical aspects
 Developed by Francis P. Robson in the 1920s
 It is considered a matchless strategy in terms of its
comprehensive effect on learners( Asiri and Momani,
2017)
 Is the first step, whereby the student:
 Gets a general idea of the topic by skimming
through a chapter and note headings, sub-
headings and other outstanding features, such
as figures, tables, and summary paragraphs.
 Understands the outline/structure/framework of
what will be presented.
 Comprehends the content to be read
 Identifies how the author highlights key points
and most important information
 Draws on prior information in relation to the
content
 Gauge time and effort needed to master the
information by measuring how well they already
know
 Determine the best way to learn the various
subtopics by choosing an efficient reading
technique e.g. note making, highlighting,
visualizations etc
 Consider what the author wants the reader to
understand in the chapter
 Gain the discipline to see the bigger picture, so as
to understand the larger mission of the course
 This involves the student forming questions to
be answered during reading
 Predictions are made about what is important
in the chapter being read
 Links between the chapter’s general topic and
the overall course objectives
 To motivate reader to seek answers whilst
reading
 Promotes further critical thinking and contextual
understanding
 Creates an effort to anticipate and predict what
an author is trying to communicate
 To discern the main issues, their relevance and
knowledge needed to understand them
 They also facilitate long term memory
formation.by creating connections
 Previous knowledge
 Table of contents
 Chapter learning objectives
 Topic headings
 Chapter summary
 Questions the author provides
 Practical correlates if any
 Reading( active reading) is the most vital
component of the SQ3R method
 Reading actively means reading in order to
answer the questions raised under “Q”
 The opposite is passive reading where there is
mere engagement of the student with the study
material
 Continuously assess comprehension by reciting each
section before moving on
 Recognizing when comprehension begins to decline
in order to adjust method or speed of reading
 Make brief notes in the reading material and more
detailed ones in a notebook to summarize and
emphasize information
 Locate main concepts , relationships and examples
to consider how the author expresses information
and use that to answer your questions
 Engage author’s ideas by relating to previous topics
through consideration of similarities
 Identify new vocabulary, locate and record its
meaning
 To improve comprehension and long term
retention by immediate reflection on what has
been read
 Students conceptualize material in their own
words
 Recalling and identification of major points with
respect to answering questions in the second
stage
 Maybe oral (e.g. A discussion) or in written
format
 Can you answer your question for the section?
 If not, look back and find the answer. Check your
recall again.
 Summarize the information in your own words.
 Write answers to your guide questions in the
textbook margin.
 The student tests himself or herself by attempting
to recall the key concepts and phrases in each
section read
 Assess original questions in terms of how
appropriate they were and adjusting them for
relevance, thus increasing understanding and
ability to develop appropriate questions
 Reflect whether questions have been effectively
answered with the related evidence
 Go back to sections where questions aren’t
clearly answered or look to other sources if need
be
 Organize information for later review in a
meaningful way which is important in relating
information in each section. This is though
summaries, diagrams, such as flow charts,
graphs, pictures and tables for easy
comparisons
 Reviewing repeatedly and in different ways
enhances retention of ideas and information for
later retrieval and application.
 Previewing: Learning about a text to get the sense
of what the text is about and how it is organised
before reading it closely by seeing what you can
learn from the head notes or other introductory
material, skimming to get an overview of the content
and organisation
 Scanning: Searching for key words or ideas by
moving eyes quickly down the page seeking specific
words and phrases
 Skimming: Used to quickly identify main ideas in a
text when assessing if a text is relevant to your
reading goal
 Paraphrasing: Expressing text in your own
words when it is not necessary to memorize
original text or it is too difficult to do so
 Summarize: Shortening the original text by
highlighting key points in their original order, in
your own words
 The strategy improves students‟ reading
comprehension and proficiency.
 The survey of SQ3R makes students ready for
effective reading.
 Recitation gives students a chance to look back
and check up on learning.
 The review process empowers students to tie up
the entire chapter and increase their
understanding.
 It makes students active and co-operative, thus,
reading activity remains no more a dull practice
for them
 Enables students to be more active and involved in
their learning.
 Helps students change their negative impression
about reading textbooks.
 SQ3R introduces a diverse set of mega cognitive
reading techniques in a way students can easily
understand and implement
 SQ3R provides students who are likely to be
distracted with a focused view to discuss apparently
challenging textbook tasks
 SQ3R can create opportunities for more meaningful
forms of instruction than lecturing
 Builds understanding over time and discourages
less effective last-minute cramming before exams.
 SQ3R. It is relatively easy for instructors to
understand and to explain
 Educators do not have to assess the reading
skills of students or tailor reading instruction to
a student’s individual reading level
 PQ4R (Thomas & Preview, question, read, reflect,
Robinson, 1972) recite, and review—This strategy
encourages students to internalize
and personalize information to
achieve higher order thinking.
 FAIRER (Whittaker, 1981) Scan for facts, ask
questions, identify major and minor details,
read, evaluate your comprehension,
and review—This strategy
attempts to build comprehension
with greater reading speed.
 SQ10R (Shaughnessy, 1996) Survey, question,
read, reflect, review, repeat, rethink,
reintegrate, rehash, renote, rehearse, and
reread—Created for remedial readers, the extra
steps in this strategy are designed to help
students who process information more slowly
to comprehend complex reading materials.
 SQ6R (Williams, 2005) Survey, question, read,
reflect, review, rehash, rethink, and Re-
evaluate—Emphasis is placed thinking about
the topic as a whole and how various ideas and
information fit within the larger framework.