Presentation on theme: "Survey, Question, Vocabulary, Read, Respond, Review (SQV3R) A Strategy To Improve Reading Comprehension in the Content Areas."— Presentation transcript:
1 Survey, Question, Vocabulary, Read, Respond, Review (SQV3R) A Strategy To Improve Reading Comprehension in the Content Areas
2 Original SQ3RThe technique and the designation were introduced by Francis Pleasant Robinson in his book Effective Study (1946).Researcher Jennifer A. Huber refers to SQ3R as a virtually obligatory element in the academic “strategic canon” (Reading Improvement, Summer 2004).Strategy has persisted because of its flexibility and durability (e.g., Survey, Question, Predict, Read, Respond and Summarize (SQP2RS), Jana Echevarria).
4 SQV3R 1. SURVEY / FRONTLOADING Scaffolding, accessing prior knowledge,realia, anticipatory set,Identify important ideas,KWL (Know, Want to know, Learn).Anticipation Guides (statementswhereby students agree, disagree andpredict).
5 SQV3R 2. Question Ask probing, deep, thought provoking and motivating questions(Prereading - Big Questions usinghigher levels of Bloom’s Taxonomy)Develop questions from survey(Integrate student interests).Identify similarities and differences(Fractions are…Decimals are…)
6 SQV3R 2. Question (cont.) Accommodate (which is adapting Ask Questions such as:“Why did you say that? What might happennext? What makes you think that? You saidthat because? & ask them to Paraphrase‘what I just said’”.Accommodate (which is adaptingand changing current knowledge).different levels of language to enablestudents to assimilate or add new infoto old schemata.
7 SQV3R 2. QUESTION (CONT.)Begin with concrete examples, move to abstract and higher level academic language with social discourse.Use Graphic Organizers: Venn diagrams, cause and effect chart, Cornell notes (notes from text on right side, questions formed regarding notes on left side, summarizing information.)
8 SQV3R: 3. Vocabulary (Academic & Content Area Language) Review Signal Words (Exp. First, nextScarcella, Use Concept Maps,Utilize Vocabulary Squares, &Vocabulary BingoDisplay Word Walls,Implement word Sorts, CrosswordPuzzles, Jeopardy and Pyramid WordGames
9 Deconstructing Language Vs. Constructing Language (Teacher Behavior) Deconstructing Language vs Constructing Meaning (Student Behavior)RESULTS: Students construct their own learning and reflect it in their own discourse and writing. See Example.(VYGOTSKY, PIAGET, HAKUTA)
10 SQV3R 1. continued TEXT ANALYSIS Read title, subheadings,questions.Scan illustrations and charts.Bold shaded areas in text (side barnotes).Introductory Paragraphs &StatementsConcluding Paragraphs & StatementsBoldfaced Words, Pictures & MapsFormat of book (ie. glossary, indexetc.)
11 SQV3R 4. Read (Through) Set Reading Purpose as necessary. Skim and use text organization andacademic language to obtainmeaning and assimilate information.Interpret and reflectUse Cooperative Grouping includingJigsaw and expert groups.
12 SQV3R: 4. Read (continued) Directed Reading Thinking Activity(DRTA) You read, we discuss andpredict, you read, we discuss, etc.Question: What do you expect willhappen next? Why? (Reading can beTeacher directed, student pairedreading or cooperative groupreading).
13 SQV3R 4. Respond Reinforce and clarify key concepts through modeling Process information—Don’tsimplify, amplify (Aida Walqui)Reinforce and clarify keyconcepts through modelingand guided practiceRevisit vocabulary.Analyze and summarize.
14 SQV3R 4. Respond (Continued) “What were the important ideas? Sequence? Details? Steps? What supports your information? What outcomes were expected? Answers to the big questions?
15 SQV3R 4. Respond (Continued) Be sure to include analysis type questions, think and search, inference with author clues and judgment of how the author wrote (level of academic language?), questions which the student/group has to base on information gleaned from the text, and evaluative type questions
16 SQV3R 5. Review (Beyond) - Consider text in its entirety - Recall titles and subheadingsAnswer questions.- Assess lesson effectiveness.- Re-teach concepts and/orcontent.Evaluation/Assessment
17 Is SQV3R effective for content area literacy? Hedberg: Yes, if . . .- the teacher employs direct, explicit instruction throughout the lessons (modeling and guided practice).- the students verbalize their prior knowledge, especially in the SURVEY phase (appropriate academic language).- prior knowledge and key vocabulary serve as scaffolds for subsequent learning and language acquisition (Frontloading).- the instructor uses visuals and/or realia as a routine measure to embellish the SQV3R strategy.- cooperative grouping and language cues assist students in negotiating word meanings throughout all phases.Hedberg observed in her test group an average improvement on chapter-end assessments from 43% to 84%.
18 Is SQV3R effective for Content area literacy? Gersten, et. al. Yes, if . . .- visual resources embedded into the strategy serve to reinforce concepts and vocabulary.- peer tutoring is a basic component of the instructionand learning.- native language is used judiciously with struggling students.- students are afforded generous opportunities to speak English in both casual and academic contexts throughout all SQV3R phases.- “rich personalized/operationalizing vocabulary keeps students focused and engaged.
19 SQ3R - Salient ResearchFielding, Linda G. and Pearson, P. David. (1994). “Synthesis of Research: Reading Comprehension: What Works.” Teaching for Understanding, Vol. 51 No. 5, pp. 62 – 68.Gersten, Russell, et al. (1999). “Effective Instruction for Learning Disabled or At-Risk English-Language Learners: An Integrative Synthesis of the Empirical and Professional Knowledge Bases.” Keys to Successful Learning Summit, 05/ Retrieved 02/08/2007 from .Hedberg, Kristina. “Using SQ3R Method with Fourth-Grade ESOL Students.” George Mason University Research Database. Retrieved 02/08/2007 from .Huber, Jennifer A. (2004). “A Closer Look at SQ3R.” Reading Improvement, Vol. 40, pp. 38 – 44.O’Malley, J. Michael and Pierce, Lorraine Valdez. (1996). Authentic Assessment for English–Language Learners: Practical Approaches for Teachers. Boston: Addison-Wesley.Potter, Gordon (CSUB student 2007) Voorhies Teacher, BCSD.