1. Lauren Halifax Ashlee Lynn Jessica Middleton Shanay Miller

2.   SQ3R is a study method designed to assist students with reading comprehension  SQ3R – an acronym meaning Survey, Question, Read, Recite, and Review  Derived from F.P. Robinson’s review of research on studying  S – Surveying headings and summaries increases speed of reading, helps students remember the text, and provides an overview of the text  Q – Questioning before reading each section improves comprehension  R – Reading the text, Reciting from memory, and Reviewing what you’ve read immediately after reading slows down forgetting what you’ve read What is SQ3R?

3.   50% of what you have learned in a day is forgotten the next day; therefore, students are only able to answer just 25% of questions asked about a text.  Students who review material immediately after reading have retention rates of more than 80% the next day.  In one study, students who spent 20% reading and 80% reciting were able to answer twice as many questions about the text than those who simply read the text (Gates, 1917). What is SQ3R?

4.   Students are using text structures, such as headings; subheadings; words in the text that are bolded, italicized, or underlined; and visuals.  Students are using prior knowledge to support comprehension by making inferences and drawing conclusions.  Students are answering critical thinking questions. Why use SQ3R?

5.   Students are skimming the material to gain an overview of the main points of the material.  Students are distinguishing between relevant and irrelevant information.  Students are identifying central ideas and uncovering what is behind these ideas. Why use SQ3R?

6.   Even though SQ3R was originally designed for college students, teaching it in the upper elementary grades prepares students for the future.  Teaching the concept this early may reverse detrimental study habits students may have already developed  Teaching young students how to survey material, make predictions, and read to answer questions helps students develop their critical thinking skills. Teaching SQ3R

7.   Once students have begun to read long texts (i.e. texts on standardized tests), you can introduce them to the SQ3R principles.  Successful use of the SQ3R method requires being able to generate main ideas and having knowledge of text structures.  Teach SQ3R carefully, making time for practice and application.  Be consistent in teaching SQ3R. It requires constant review. Teaching SQ3R

8.  Pearson Custom Education: Developing literacy: LITR 3130. New York: Pearson Learning Solutions, pp. 433-435. Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development, pp. 337-338. References