READ

Now READ the section to find the answers to your questions. Most frequently, main ideas and major supporting facts are located in the introduction, at the beginning of sections, in illustrations, and in the summary. The student slows down to focus on and extract meaning from key words and phrases.

  RECITE

RECITE means this: first ask yourself the question about the section that you've just read; then tell yourself the answer that you've learned from your reading. RECITING is the step in this method that most helps you to learn what you've read. Restating, paraphrasing , and summarizing information that answers questions is a critical aspect of the learning and thinking process. This step can include translating technical vocabulary or concepts into the reader's own words. Saying and hearing one's own version of the information helps focus attention, involve the reader, and promote understanding and remembering. In addition, it may serve as a self‑check and provide the opportunity to elaborate.

[W]RITE

Writing something down on paper helps you to remember it better than just saying it to yourself Writing down the questions and answers takes only a few minutes and gives you a record of what you've read that you can use later. The answers are recorded in yow own words.

REVIEW

When you've the QUESTION, READ, and RECITE steps for all of the sections in your assignment, then it's time to REVIEW. Cover up the right-hand side of your notes. Ask yourself the questions on the left-side, and see if you can tell yourself the answers. You need to look over your notes again for the questions you can't answer. REVIEW takes only a few minutes and gives you another chance to make sure that you've learned the material. If you know the answers when you review, there's a good chance that you'll still know them a week or a month later when you have a test about them. The review may involve repetition of any of the previous steps

The SQ4R process is flexible and adaptable. It can be used by a variety of students in a variety of settings with a variety of materials. It is good for students who fidget because they can read for a few minutes and then stand up and move around. It also works well for students with decoding problems and can even make grade level material accessible to students whose reading level are well below those of their classmates. With SQ4R, comprehension is increased, even though every word my not be read. Because it is a multisensory approach, SQ4R can be used at almost any grade level to increase comprehension.

 The SQ4R process can also be used to improve student learning and performance in  the areas of listening and note taking, preparing for and taking tests, and academic writing.