1. TAME YOUR TEXTBOOKS SQ3R METHOD
Mrs. Lynn Mora, B.Ed., M.A.T.
Spring 2015

2. Reading vs. Reading Reading for Fun Reading Textbooks
When reading a textbook, the reader is often not pulled into the book, like she would be with a book that is suspenseful, funny, or entertaining. The first purpose for textbooks is not to entertain. It is to inform. In order to gain the information from the textbook, we can’t simply read it from start to finish like we would a novel.
This woman is reading a mystery novel. The plot is a real “page turner,” meaning she is drawn into the story, the events, the characters, and wants to keep reading. She does not want to skip to the end, as that would ruin the mystery! It is EASY for her to want to keep reading!

3. Reading vs. Reading
Reading for Fun
Reading Textbooks
Magazines, graphic novels, and other short works are also examples of reading for fun. We can flip to what we want to read and skip what we want.
When reading a textbook, we must read the assigned passages. Furthermore, we must dig out the important stuff that the instructor wants us to know! Even if it is dry, boring, dull, long, or confusing, we must read the passage.

4. Textbooks
Textbooks are more difficult to read than many other forms of literature. Why is this true?
Textbooks are not written like “regular books” (novels, short pieces, articles, etc.)
Textbooks are densely packed with information
Textbooks can be dry, compared to novels.
Text is often difficult, with unfamiliar words.

5. What can we do about this?
Textbooks are here to stay. Therefore, we have to have a way to learn what we need to learn from the textbooks without
falling asleep,
zoning out, and
giving up!

6. ENTER SQ3R
This method was developed by Francis Pleasant Robinson, in1946, in his book titled Effective Study

7. What Does SQ3R Stand For?
SURVEY
QUESTION
READ
RECITE
REVIEW

8. SURVEY In order to “Survey” the text, We read the title,
any bold print headings,
any summary or questions
at the beginning or end
of the reading passage,
picture captions, and anything else that jumps out at us.
This forms the framework of the passage for our brains.

9. Step 2—QUESTION Next, we make up questions for each bold heading, for each paragraph, and even for the title of the passage.

10. WHY QUESTION?
Brain research shows that when we read to answer a question, especially one we ourselves have asked, we pay better attention to the text. We also remember it more.

11. Why Question? (cont.)
Think —When we look up something on that we want to know the answer for, we will read more carefully, pay better attention, and remember what we read more effectively.

12. Questioning
Asking questions is like putting boxes in our brains. These boxes are then waiting for information to be placed into them. This forms a framework for organizing what we read in the text.

13. Step 3—READ
Now, we read the chapter or passage, looking for answers to put into the mental “boxes” formed by the questions we asked.

14. Read Each Section
Read each section, then picture in your mind if it answered a question that you asked in the “Question” step. Write down the answers you find by each question.
As we read each smaller section, the passage seems more manageable.

15. “Chunking” and “Annotating.”
Combining Methods
The “READ” step of SQ3R can be combined beautifully with other Active Reading comprehension strategies.
One example of an effective
Active Reading Strategy is called:
“Chunking” and “Annotating.”

16. “Chunking” and “Annotating”
These ideas will mesh into this “Read” phase:
Read Step, Part One— “Chunking”
We read a “Chunk” of the passage of the text.
We write a few words out to the side of that small section, giving that “Chunk” a name according to its main point.

17. “Chunking” and “Annotating”
Read Step, Part Two— “Annotating”
After giving names to the “Chunks,” we read them for details.
We write notes, annotating by listing the details of each “chunk.”

18. Writing in Textbooks
Some students are hesitant to write in their textbooks because they want to sell them back after the semester is over. For those students, I recommend writing the names for the “chunks” and the “annotations” on sticky notes and sticking them right in the book by the text.

19. Where to “Chunk” and “Annotate”
Beside the text, write a name, or label, for each chunk.
Beneath each “chunk,” write some details of that chunk. Include only the most important details.
If you don’t want to write in your book, use sticky notes to write the labels for the chunks and details.
Chunk
Chunk
Details
Chunk and Details
Details
Chunk and Details

20. Multisensory Input
Using more than one sense to gain information is called “multisensory” input.
As we know, multisensory input is far more effective than input from a single sense.
As we use Active Reading strategies, we are using the visual and small motor tactile/kinesthetic modalities.
There is another sense that we can use for inputting information from text.

21. This helps with providing another sense/modality of input.
Step 4—RECITE
After actively reading the passage, we recite aloud what we can remember about
the main points and
pertinent details
of the reading passage.
This helps with providing another sense/modality of input.

22. RECITE
Also, this step mimics teaching the material aloud. We all learn something more effectively when we teach it.

23. Step 5—REVIEW

24. REVIEW
Reviewing takes place some time after reciting the main points of the passage.
We can review right after the previous step, an hour later, the next day, or when it is time for a test or quiz.

25. HOW TO REVIEW
We use our notes from Actively Reading the passage to review.
We read those notes and recall the “chunks.”
We also use the questions we asked and the answers we found to those questions.

26. Reviewing
Reviewing is much less painful when we have done the other steps first.

27. BENEFITS OF SQ3R LEARNING THE CONTENT IMPROVING READING SKILLS
IMPROVING SUMMARIZING SKILLS
IMPROVING WRITING SKILLS

28. SQ3R—REMEMBER
Survey—Much like “prereading,” or “previewing,” the survey step means going through, and reading bold type, any summary, etc.
Question—Ask questions about bold print headings and portions of the text.

29. SQ3R—Remember these Tips:
Read—Use Active Reading strategies while you read the passage: take good notes, if you do use a highlighter, don’t overdo it.

30. SQ3R—REMEMBER these TIPS:
Recite—Talk it out and say out loud, in your own words, what the main points of the passage were. If the selection was long with multiple main themes, break up the portions and recite a bit about each one.

31. SQ3R—Remember
Review—10/24/7 These numbers are based on Brain Research. Review the materials: ten minutes later, twenty-four hours later, and seven days later.

32. QUESTIONS?