I'm still amazed at the accomplishments my child has achieved. As I was going through all my old things, I found an old College study guide. I found out this page no longer exist on the Internet. I might as well post a tribute to its intention. It has helped me a lot while I was still a young college student. I hope it will help you too. I know there are other colleges using this method. Nevertheless, the principle is still the same.
The SQ3R Reading Method
Resource: http://www.iss.stthomas.edu/studyguides/texred2.htm
see also: http://www.generation.uz/study/reading.htm
| Survey! Question! Read! Recite! Review! |
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| 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 his 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 |
| 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
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| Recite |
- Orally ask yourself questions about what you have just read and/or summarize, in your own words, what you read
- Take notes from the text but write the information in your own words
- Underline/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 and hearing;
Quadruple Strength Learning: Seeing, saying, hearing and writing
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| Review: an ongoing process |
- Day One
After you have read and recited the entire chapter, write questions for those points you have highlighted/underlined in the margins. If your method of recitation included note-taking in the left hand margins of your notebook, write questions for the notes you have taken
- 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/notebook 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 3, 4 and 5
Alternate between your flash cards and notes to 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 sub-topics you need to know from the chapter. 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 during test time, you will not have to cram.
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