SQ3R

SQRRR or SQ3R is a reading

comprehension method named for its five
steps: survey, question, read, recite and
review. The method was introduced by
Francis P. Robinson, an American
education philosopher in his 1946 book
Effective Study.[1]

The method offers a more efficient and

active approach to reading textbook
material. It was created for college
students, but is useful for young students
as well. Classrooms all over the world
have begun using this method to better
understand what they are reading.[2]

Similar methods developed subsequently

include PQRST and KWL table.[3]

Process
1. Survey ("S")
The first step, survey, skim, or scan
advises that one should resist the
temptation to read the book and
instead first go through a chapter
and note the headings, sub-
 headings and other outstanding
features, such as figures, tables,
marginal information, and summary
paragraphs. This survey step
typically only takes 3–5 minutes,
but it provides an outline or
framework for what will be
presented. The reader should
identify ideas and formulate
questions about the content of the
chapter.

2. Question ("Q")
Generate questions about the
content of the reading. For
example, convert headings and
 sub-headings into questions, and
then look for answers in the
content of the text. Other more
general questions may also be
formulated:
What is this chapter about?
What question is this chapter
trying to answer?
How does this information
help me?

3. Read (R1)
Use the background work done
with "S" and "Q" in order to begin
reading actively. This means
reading in order to answer the
 questions raised under "Q". Passive
reading, in contrast, results in
merely reading without engaging
with the study material.

4. Recite (R2)
The second "R" refers to the part
known as "Recite." The reader
should try to recite from memory
what was learned in the same
manner as telling someone else
about the information. It is
important that the reader use their
own words in order to formulate
and conceptualize the material. Try
recalling and identifying major
 points (heading/subheadings) and
answers to questions from the "Q"
step. This recital step may be done
either in an oral or written format
and is related to the benefits of
retrieval (testing effect) in boosting
long-term memory for the material.

5. Review (R3)
The final "R" is "Review." Once you
reach the end of the passage,
review the material by repeating
back to yourself what the point of
the passage is, using your own
words. You may then repeat the
 process on the second set of
questions.[4]

See also
Cornell Notes
KWL table
Francis P. Robinson
Pareto principle
PQRST (study skill)
Spaced repetition
Speed reading
Study skills

References
1. Robinson, Francis Pleasant (1978).
Effective Study (6th ed.). New York:
Harper & Row. ISBN 978-0-06-045521-7.
2. Gunning, T.G. (2002). Creating Literacy
Instruction for All Children (https://archiv
e.org/details/creatingliteracy0000gunn_h
7l1) (4th ed.). Allyn & Bacon. ISBN 978-0-
205-35539-6.
3. "Reading Course Textbooks" (https://www.
einstein.yu.edu/education/student-affairs/
academic-support-counseling/study-meth
ods/reading-course-textbooks.aspx) .
Office of Academic Support & Counseling.
4. "SQ3R: SAT Active Reading Strategies
(Part 1) (Article)" (https://www.khanacade
my.org/test-prep/sat/new-sat-tips-plannin
 g/sat-reading-test-strategies/a/sat-active-
reading-strategies-part-1-sq3r) .

External links
Study Skills Handouts (http://www.wpi.e
du/offices/arc/studys476.html)
Worcester Polytechnic Institute,
Massachusetts
SQ3R – Improving Reading
Comprehension (https://ucc.vt.edu/acad
emic_support/online_study_skills_work
shops/SQ3R_improving_reading_compr
ehension.html) Virginia Tech,
Blacksburg, Virginia

Portals: Education
Psychology
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