Paper on Sq3R

SQ3R The SQ3R strategy (which stands for Survey, doubt, Read, Recite, check over) was bring oned by Robinson (1961) to provide a incorporated approach for students to use when studying content material. This strategy has proven to be effective and versatile and grass easily be integrated into around(prenominal) content areas and across grade levels. Students develop effective study habits by engaging in the pre- interlingual rendition, during- class period, and post-reading steps of this strategy. The SQ3R literacy strategy helps enhance comprehension and holding of information. It is metacognitive in nature in that it is a self-monitoring process. 1.Survey (1 minute) Before beginning reading look through the whole chapter. See what the headings are the major hotshots and the subheadings class-conscious structures fulfilm to be particularly easy for our brains to latch onto check for prefatory and summary paragraphs, references, etc. Resist reading at this point, but se e if you can identify 3 to 6 major ideas in the chapter. 2. Question (usually less than 30 seconds) Ask yourself what this chapter is about What is the question that this chapter is trying to root? Or along the curiosity lines What question do I make up that this chapter might help answer?Repeat this process with each branch of the chapter, as well, turning each heading into a question. 3. Read (slower for some of us than others ) Read one section at a m looking for the answer to the question proposed by the heading This is active reading and requires concentration so find yourself a place and time where you can concentrate. 4. Recite/write (about a minute) Say to yourself (I do this out brasslike so I give birth to study where I dont embarrass myself) or write down (I sometimes do this in the margins of the book itself ) a key say that sums up the major point of the section and answers the question.It is consequential to use your own words, not just copy a phrase from the book. Research shows that we remember our own (active) connections better than ones given to us (passive), therefore that our own hierarchies are generally better than the best prefab hierarchies. 5. Review (less than 5 minutes) After repeating steps 2-4 for each section you have a list of key phrases that provides a sort of outline for the chapter. campaign yourself by covering up the key phrases and seeing if you can draw back them. Do this right after you finish reading the chapter. If you cant recall one of your major oints, thats a section you need to reread. Many students dont know how to study, and this strategy is a perfect way to help them. It working well in many content areas with a variety of types of text. It is recommended that the teacher show the students how to go through the steps. In the fifth grade scholarship lesson found later in this chapter, this strategy provides the framework needed to develop a concept map. WORKS CITED Robinson, Francis Pleasant. (197 0) Effective study (4th ed. ). New York harper Row. Halawa, O 2010 November 12, SQ3R Reading Strategy, 08/12/10, http//www. premisemarketing. com/work/approach/