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:
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 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?
S = Survey Q = Question R = Read R = Recite R = Review
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.
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.
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.
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
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.
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?
RRead all parts of the chapter including captions and anything you surveyed before. LLook up in the dictionary any words that are unfamiliar to you. KKeep in mind the questions you asked yourself while you read.
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
Once you have finished reading, pretend you are teaching somebody the material you just read.
Read: THREE strategies you do not currently use when reading: ◦ 1) ◦ 2) ◦ 3)
Read this article “Suggestions for Improving Reading Speed” from What did you learn? ◦ 1) ◦ 2) ◦ 3)