Using the SQ4R Method

The SQ3R method (Survey, Question, Read, Recite, Review) was first described over 50 years ago (Robinson, 1941); it was expanded in the early 1960's (Smith, 196 1) to include writing and renamed SQ4R (Survey, Question, Read, Recite [W]Rite, Review). A popular tool for all students, both with and without learning disabilities, SQ4R is a multisensory information processing strategy to improve reading and learning skills. Lesson plans are available for using SQ4R in all content areas, including science and mathematics (Cook, 1991). When using SQ4R, students engage in a series of cognitive activities to comprehend text material. An interactive process, SQ4R incorporates a variety of cognitive strategies: Students preview reading materials, ask questions, read text and illustrations, think aloud, discuss, write, and review material
     SURVEY

Before you start to read, take a minute or two to SURVEY your assignment. This means to read the chapter title and all of the section headings. Also, be sure to read the summary paragraph and any review questions at the end of the chapter. Your SURVEY takes only a minute, but it will give you a good idea of what your reading is going to be about. The SURVEY provides an opportunity to preview and examine the reading assignment. More specifically, a survey helps the reader to do as follows: See the text materials as a whole, Focus attention, Become aware of the, scope of the topic and the sequence in which ideas are presented, Identify study aids, Anticipate challenges, Predicts reading time required.

QUESTION

 Now go back to the beginning of your assignment and turn the first heading into a QUESTION. You can do this by asking "how," "what," "why," or "who," about it. If you turn the heading into a QUESTION, then you'll know what you're trying to find out when you start reading. As noted previously, QUESTIONS are tools for defining and structuring the reading task. They arouse curiosity and help determine the most suitable reading techniques. Posing and answering questions promotes efficient reading motivates students (Wong & Jones 1982).In SQ4R, titles, headings, and illustrations from text are turned into questions, which the students then answers. Common lower level questions include the following: What is the main idea? What are important facts or examples? What is the sequence or trend? Who are the main characters or figures?  What are the critical time periods? Where did the major events occur? Students also pose and answer middle and higher order questions requiring them to apply, analyze, synthesize, or evaluate information: How can ideas be applied? How can problems be solved? What are the underlying assumptions? How does__ relate to__? Why did this occur? What are the causes and effects? Why was the impact significant? What can be concluded? What is the accuracy or usefulness of the information? Do I agree or disagree with the author? "How" and "why" questions are particularly good for encouraging critical thinking.