STRATEGIE CZYTANIA

SQ3R

https://www.edsys.in/sq3r/
https://www.teachthought.com/literacy/what-is-sq3r-definition-for-teachers/ - tabela z „how” i
„why” to survey, question, read, recite, review.
http://poradnikpisania.pl/czytanie-sq3r-2/

arunkiem pisania dobrych tekstów naukowych

jest krytyczne, a przede wszystkim kreatywne czytanie innych tekstów
naukowych. Istnieje wiele metod, które pomagają młodym adeptom
nauki zmierzyć się z często bardzo zawikłanymi tekstami naukowymi.
Jedna z nich nosi nazwę: SQ3R. Brzmi to jak jakiś tajemniczy szyfr. W
istocie jest to skrót od kolejnych słów:

S – SURVEY (PRZEJRZYJ)
Na tym etapie przejrzyj wstępnie tekst. Jeśli jest to książka, weź pod
uwagę: wstęp, spis treści, tytuły rozdziałów, grafikę, streszczenie na
wewnętrznej stronie okładki, indeks. Jeśli jest to artykuł, przyjrzyj się
wprowadzeniu, podziałowi na podrozdziały, grafikom, bibliografii.
Wbrew pozorom, taki wstępny ogląd tekstu bardzo pomaga w jego
późniejszym zrozumieniu. Książek naukowych zwykle nie czyta się od
deski do deski, lecz należy umieć wybrać to, co będzie dla nas
najważniejsze.

- use SKIMMING:
- Skimming is easy to explain in 5 words:

1. Big
2. DIFFERENT
3. Alpha and Omega
First, read what is big: Titles, Headlines, Headings, Sub-headers
Next, read what is different: ALL CAPS, Colors, Bold, Italics, Different
Fonts, Underlined

Finally, read the first and last:

 sentence of shorter works
 paragraph or page for medium length works
 chapter for longer works

That’s all there is to it. You can get the main idea of pretty much any document by
following the steps outlined above.

Scanning
Scanning is a little more difficult to explain to students but seems to be easier
to do.Essentially, students take a mental snapshot of the word and then look
only for that word in a chunk of text.

However, if they’re using a computer, just press “CTRL” + “F” (“command” +

“F” on a Mac) and then enter the word they are searching for.

Q: “What if they’re scanning for a word/phrase and it isn’t there?”

Great question!

A: When you start reading higher level texts, you have to start using higher
level critical thinking skills.

Therefore, learners need to:

1. think of synonyms and antonyms of the key words

2. scan the text for those
Q – QUESTION (ZAPYTAJ)
Zadaj pytania autorowi tekstu, dotyczące tematu, kompozycji, a
przede wszystkim: własnej wiedzy na dany temat.

Mogą to być następujące pytania:

 Kim jest autor? Jaką dziedzinę naukową reprezentuje?

 Jak autor rozumie podstawowe pojęcia, o których pisze?
 Po co pisze ten artykuł/książkę?
 Dlaczego dochodzi do takich, a nie innych wniosków?
 Jaki jest wypływ tego tekstu dla rozwoju nauki?

R1 – READ (CZYTAJ)
Przeczytaj wybrany tekst, mając wciąż w pamięci swoje pytania.
Przeczytaj tekst tyle razy, aż będziesz potrafił na nie odpowiedzieć.

R2 – RECITE OR RECALL (ODPOWIEDZ

NA PYTANIA)
Odpowiedz na zadane pytania własnymi słowami. To pozwoli lepiej
zrozumieć tekst. Jeśli nie potrafisz tego zrobić i wciąż zerkasz do tekstu,
to znaczy, że albo nie zrozumiałeś tekstu i powinieneś go przeczytać
jeszcze raz albo że tekst jest niejasny.
R3 – REVIEW (POWTÓRZ)
Przeczytaj tekst raz jeszcze, a następnie odpowiedz na swoje pytania,
fragment po fragmencie. Spróbuj wyłuszczyć wszystkie najważniejsze
myśli i ustosunkować się do nich.

Zdaję sobie sprawę, że metoda ta wydaje się czasochłonna. Stosowanie

wszystkich jej kroków zaleca się przede wszystkim studentom pierwszych
lat studiów humanistycznych. Jej celem jest wytworzenie pewnego
nawyku. Chodzi o to, by tekstu naukowego nie czytać biernie, a
zawsze zadawać mu pytania i choćby w myślach na nie odpowiadać.
Krytyczne i twórcze czytanie jest bowiem podstawą pisania dobrych
tekstów naukowych.

Więcej na temat technik czytania tekstów naukowych w

książce Kreatywna praca dyplomowa. Jak stworzyć fascynujący tekst
naukowy.
Before, during, after
12 reading comprehension strategies
 https://www.ricpublications.co.nz/blog/post/12-reading-comprehension-strategies/
 Thursday 16 May 2019
Reading comprehension skills enable readers to not only make sense of a text but also
to dive deeper and decipher the author’s intention. To become proficient
readers, students need to acquire a set of skills that they can use as tools in
comprehending texts. To help students, it is important that teachers focus on
comprehension strategies specific to each of these skills.

1. Understanding words
2. Finding information (ctrl+F) - scanning
3. Identifying main idea
4. Sequencing
5. Finding similarities and differences
6. Predicting
7. Concluding
8. Summarising
9. Inferring
10. Cause and effect
11. Fact and opinion
12. Point of view and purpose

1. Understanding words

Meaning is all about context—how words or phrases are used in a sentence. Placing a
word in a sentence or looking at words that surround it can help students
further their understanding. To extend, it is worth applying the metacognitive approach to
help students reflect on how they determined the meaning of a word or phrase.
 2. Finding information

Reading and re-reading specific areas of a text is required to get a better understanding of
a keyword. To achieve this skill, teachers can provide guidance on scanning text
to locate keywords and emphasise the need to read text carefully—and as many times as
necessary—to find important and supporting information and details.

3. Identifying the main idea

If students are able to identify the main idea of a text, they are more likely to
comprehend it. The main idea connects the ideas expressed in the paragraphs and gives
coherence to the text. Teachers can start this process by looking at main ideas of single
paragraphs and expand from there.

How to find the main idea of a passage?

- Identify the topic,

- Summarize the passage in your own words,
- Check the first and last sentences,
- Look for repetition of ideas.

4. Sequencing

This skill is about being able to sequence the order in which events occur, sometimes
using time markers and other strategies to identify the relationship between events.
Through determining the events they need to sequence from the question, locating them
in the text, and looking for ‘help’ words, students will find that knowing the sequence of
events is an important factor in understanding a text.

5. Finding similarities and differences

The ability to compare and contrast information provided in a text will help a
reader’s understanding; as such, it is a key comprehension skill that students need to
practise and master. Some ways to do this include categorising information to determine
what some people, places and events have in common, or how they differ.

6. Predicting

Predicting is one of the trickier skills that students can sometime struggle with. In essence,
it involves using information from a text to predict outcomes not explicitly stated within
the text. One of the suggested teaching comprehension strategies is to teach students how
to locate and use the information provided in the text to determine probable outcomes
and then to evaluate their predictions.

7. Concluding

This skill is about collating all the information that the text provides, making
judgements and reaching conclusions based on facts and details provided in the text. It is
also vital to teach students that they need to be able to search for evidence to support
a particular conclusion by locating the relevant information in the text.

8. Summarising

For this skill, students summarise text by linking important information and identifying
the main points. To do this successfully, students first need to understand the format
required in their answer. Is it a one-word answer? A short paragraph? Providing guidance
on how they should tackle each format, and where they can extract the information
required, can really help students acquire this skill.

9. Inferring

Inferences are opinions about what is most likely to be true. They are formed after
careful evaluation of all the available facts. The focus on this skill is on teaching students
how to use contextual information, both written and visual, to determine what they
believe to be true.
 10. Cause and effect

This skill is about understanding that the cause leads to the effect and that they
are connected. While this sounds straightforward, teaching a few comprehension
strategies can really help the students. For example, get the students to go through
various types of text and pair up cause and effect phrases.

11. Fact or opinion

To become critical readers, students must be able to distinguish between fact and opinion.
This entails understanding the difference between them, identifying each within the text,
and explaining how one relates to the other.

12. Point of view and purpose

Every piece of text is written by an author with a purpose in mind, and their point of view
is his or her opinion about a subject. For this particular skill, students must examine what
has been written, understand the content and be able to identify why the author set out to
write the text.