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3 Reading: SQ3R Method

Week 4

English for Undergraduates

Survey! Question! Read! Recite! Review! Work in any language, in any subject, benefits from this strategy for private study reading. It consists of five steps: Survey (S), Question (Q), Read (R), Recite (R), Review (R). Survey skim the text to make sure it is relevant and to get an overview of the main points. Question pause to ask yourself questions you want the text to answer; beginners should write them down. Note that it is the reader who asks the questions; this is intended to make you think about your purpose what you want to get out of the text. It also involves prediction: what help do you expect the text to supply? Read now read carefully, looking for the answers to your questions and noting anything else that is relevant. Recite this is not reading the text aloud, but speaking aloud the answers to your questions, to fix them in your mind; alternatively, write them down. The essential thing is to reprocess in some way the salient points gained from the text. Review think about what you have learnt, and organise the information in your mind, consider its implications for other things you know, assess its importance and so on. The aim is to integrate it into your previous knowledge and experience. This stage may usefully take place later, to provide reinforcement and revision. This study technique is for use particularly when the teacher has provided no guidance; the second step in effect makes the student responsible for guiding himself. With able students, this promotes purposeful and active involvement, but even weaker and younger readers have improved by using this approach.
[Robinson (1964) in Nuttall, C. (1998) Teaching Reading Skills in a Foreign Language. Oxford: Macmillan]

The Steps..... Before you read, Survey the chapter:

The title, headings, and subheadings captions under pictures, charts, graphs or maps review questions or teacher-made study guides introductory and concluding paragraphs summary

Question while you are surveying:

Turn the title, headings, and/or subheadings into questions; Read questions at the end of the chapters or after each subheading; Ask yourself, "What did my instructor say about this chapter or subject when it was assigned?" Ask yourself, "What do I already know about this subject?"

Note: If it is helpful to you, write out these questions for consideration. This variation is called SQW3R 1

PISMP Sem. 3

Week 4

English for Undergraduates

When you begin to Read:

Look for answers to the questions you first raised; Answer questions at the beginning or end of chapters or study guides Reread captions under pictures, graphs, etc. Note all the underlined, italicized, bold printed words or phrases Study graphic aids Reduce your speed for difficult passages Stop and reread parts which are not clear Read only a section at a time and recite after each section

Recite after you've read a section:

Orally ask yourself questions about what you have just read or summarize, in your own words, what you read Take notes from the text but write the information in your own words Underline or highlight important points you've just read Use the method of recitation which best suits your particular learning style but remember, the more senses you use the more likely you are to remember what you read - i.e., TRIPLE STRENGTH LEARNING: Seeing, saying, hearingQUADRUPLE STRENGTH LEARNING: Seeing , saying , hearing, writing!!!

Review: Day One an ongoing After you have read and recited the entire chapter, process. write questions in the margins for those points you have highlighted or underlined. If you took notes while reciting, write questions for the notes you have taken in the left hand margins of your notebook. Day Two

Page through the text and/or your notebook to re-acquaint yourself with the important points. Cover the right hand column of your text/note-book and orally ask yourself the questions in the left hand margins. Orally recite or write the answers from memory. Make "flash cards" for those questions which give you difficulty. Develop mnemonic devices for material which need to be memorized.

Days Three, Four and Five

Alternate between your flash cards and notes and test yourself (orally or in writing) on the questions you formulated. Make additional flash cards if necessary.

Weekend Using the text and notebook, make a Table of Contents - list all the topics and subtopics you need to know from the chapter.

PISMP Sem. 3

Week 4

English for Undergraduates

From the Table of Contents, make a Study Sheet/ Spatial Map. Recite the information orally and in your own words as you put the Study Sheet/Map together. Now that you have consolidated all the information you need for that chapter, periodically review the Sheet/Map so that at test time you will not have to cram. Adapted from: Robinson, F. P. (1961, 1970) Effective Study (4th ed.). New York: Harper & Row.