Definition
SQ3R is an acronym for Survey, Question, Read, Recite, Review. When using SQ3R, students need to “be aware of a purpose for reading, overview the text, read selectively, and review what is real” (Miller & Veatch, 2011, p. 83). Mastropieri and Scruggs (1997) state that in order for this method to be effective, “students must be informed on the purpose of the strategy, the strategy must be logically related to the text materials, students must be provided with feedback, with guided and independent practice, etc.” (as cited in Huber 2004). Mastropieri and Scruggs (1997) also note that when taught appropriately, this strategy is inherently valuable because students can do this independently.
Examples
TeachingHistory.org provides a step-by-step process for utilizing this strategy to help students, specifically ELL students, monitor comprehension before, during, and after a textbook textbook reading. Their example of the Underground Railroad, which can be found HERE, shows what students might do when utilizing this strategy.
Shaker.org provides an overview that explains how to take textbook notes in a science class using SQ3R. This document, or an altered version of it depending on the content area and grade level, would be great for students to utilize as they begin to do SQ3R independently.
Link to Writing
Although SQ3R is a strategy for reading, it can also help students as they're writing research projects. This is a great strategy for students to use when they are consulting sources to answer questions. Writing Standard 8 for Grades 6-8 states that students need to be able to "gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism" (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. 44). In grade 6, students need to provide basic bibliographic information and in grades 7 and 8, students need to move into using standard citation formats. SQ3R can help students gather this information in a way that is accurate, organized, and easy to refer back to and incorporate into writing at a later time.
Video Examples
SQ3R is an acronym for Survey, Question, Read, Recite, Review. When using SQ3R, students need to “be aware of a purpose for reading, overview the text, read selectively, and review what is real” (Miller & Veatch, 2011, p. 83). Mastropieri and Scruggs (1997) state that in order for this method to be effective, “students must be informed on the purpose of the strategy, the strategy must be logically related to the text materials, students must be provided with feedback, with guided and independent practice, etc.” (as cited in Huber 2004). Mastropieri and Scruggs (1997) also note that when taught appropriately, this strategy is inherently valuable because students can do this independently.
Examples
TeachingHistory.org provides a step-by-step process for utilizing this strategy to help students, specifically ELL students, monitor comprehension before, during, and after a textbook textbook reading. Their example of the Underground Railroad, which can be found HERE, shows what students might do when utilizing this strategy.
Shaker.org provides an overview that explains how to take textbook notes in a science class using SQ3R. This document, or an altered version of it depending on the content area and grade level, would be great for students to utilize as they begin to do SQ3R independently.
Link to Writing
Although SQ3R is a strategy for reading, it can also help students as they're writing research projects. This is a great strategy for students to use when they are consulting sources to answer questions. Writing Standard 8 for Grades 6-8 states that students need to be able to "gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism" (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. 44). In grade 6, students need to provide basic bibliographic information and in grades 7 and 8, students need to move into using standard citation formats. SQ3R can help students gather this information in a way that is accurate, organized, and easy to refer back to and incorporate into writing at a later time.
Video Examples
This video breaks down SQ3R in a way that might be approachable for young students when they are first introduced to the strategy. I would use this in my classroom to engage students with the strategy. Showing the segment on "S" and then stopping the video to practice that part of the strategy before moving onto the segment on "Q" would help to break down the steps for students so that they could hopefully move into utilizing the strategy independently.
This instructor takes quite a bit of time to break down and explain the SQ3R method. While I would never show this to a middle school student, I think the instructor makes a great point that reading is naturally passive and we have to work hard to make it active; one way we do that is by putting the information in our brains as many ways as possible. I found that explanation of active reading to be very succinct and perhaps easy for a middle school student to understand.