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Created by: Ms. Cornell Fall 2009.  Do you read from top to bottom without stopping?  What do you do when you come across an unfamiliar or difficult.

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Presentation on theme: "Created by: Ms. Cornell Fall 2009.  Do you read from top to bottom without stopping?  What do you do when you come across an unfamiliar or difficult."— Presentation transcript:

1 Created by: Ms. Cornell Fall 2009

2  Do you read from top to bottom without stopping?  What do you do when you come across an unfamiliar or difficult word?  When you get to the end of a paragraph or page, do you remember what you read?  Do you read everything at the same speed?  Do you take notes on what you read?  Do you read, or create, comprehension questions BEFORE you do the reading?

3  S = Survey  Q = Question  R = Read  R = Recite  R = Review

4  SQ3R is a study approach  It originated during a war-time crisis  Why? ◦ a highly select group of young men and young women had to be rushed through training courses  How? ◦ A learning psychologist designed SQ3R system to help students understand more difficult material, concentrate better and remember l o n g e r.

5  The Study: ◦ 1500 Freshmen at Harvard were assigned a social studies chapter and told to study the chapter as if they would have two hours to complete it. After 22 minutes, the students were interrupted and asked to make a brief statement telling what the chapter was all about.  The Results: ◦ Only 150 out of 1500 had done any exploring beyond the page on which they were reading. Only 15 students (1%) could give a general view of where the chapter was going. All but 15 students failed to survey their texts.  Why is this important: ◦ If it is good enough for Harvard, it is good enough for middle school students.

6  The Study: ◦ A group of sophomores at the University of Michigan practiced techniques for surveying a selection in sociology. Another group did not receive that practice.  The Results: ◦ When the two groups were tested on their reading of a selection, the group which surveyed read 24% faster than the control group and with the same degree of comprehension.  Why is it important to us?: ◦ The time spent surveying also resulted in less total time spent on the assignment.

7  Considerable gains in understanding  Better immediate retention on tests just after reading  Better long-term retention on tests two weeks later  Reciting helps students retain 80% of the information whereas without they retain only about 20% within a two week period

8  Immediately or hours after studying  It’s not the length of your review time that matters in one sitting rather the frequency of review that matters  Research shows that forgetting takes its major toll within one day.

9 1. Parts of a textbook to SURVEY:  Read the introduction, headings and subheadings  Read any paragraphs that summarize the content  Look at any illustrations or graphs and charts and read the captions. 2. Questions to ask yourself:  What do I already know about this subject?  What do I want to know about this subject?  What do I think I will learn in this chapter based on the headings, subheadings and pictures?

10 RRead all parts of the chapter including captions and anything you surveyed before. LLook up in the dictionary any words that are unfamiliar to you. KKeep in mind the questions you asked yourself while you read.

11  What does that mean?  Periodically stop reading and try to remember what you have just read.  How? ASK YOURSELF THESE QUESTIONS:  What are the main ideas?  What evidence or examples does the author give to support the main ideas? Three types of recitation: 1.Oral recitation (talking to yourself) 2.Taking notes 3.Underlining or highlighting AFTER reading

12 Once you have finished reading, pretend you are teaching somebody the material you just read.

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14  Read:  THREE strategies you do not currently use when reading: ◦ 1) ◦ 2) ◦ 3)

15  Read this article “Suggestions for Improving Reading Speed” from  What did you learn? ◦ 1) ◦ 2) ◦ 3)


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