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“Good to Know “
SQRRR or SQ3R –Reading comprehension method.
What is the SQ3R Method?
The SQ3R Method, SQ3R study method or SQ3R reading method is a way to study, understand and remember written information more quickly.
SQ3R was introduced by Francis P. Robinson, an American education philosopher in his 1946 book Effective Study.
SQ3R is the acronym for Survey, Question, Read, Recite, and Review, which are the five steps proposed by Robinson when actively and effectively reading one specific text. Through this sequence, the readers are expected to increase their understanding of the text by engaging in the reading process, both before, during, and after, intentionally.
Survey (S):
Survey initially, the readers start by reviewing the assigned text in order to gain an initial understanding of it by paying attention to its most obvious elements, such as headings, bolded text, or available charts.
• Read the title of the chapter
• Read each subtitle
• Study any illustrations, graphs, charts, etc.
• Read the study guide questions at the end of the chapter
• Read the chapter summary
• Take a “picture walk” – glance at the diagrams included in the material to get a
• sense of what you will be reading about and what may already be familiar
• Read heading and sub-headings
Question (Q):
Question (Q) also called Query: from this initial preview, the readers are in the disposition to start generating questions about the content of the text. For example, they could convert the titles into questions, or they could create more general questions such as “what is this text about?” or “how could the content of this text be beneficial for me?”.
Also, think about what else you want to achieve from this reading. What do you need to find out from this material? What are you most interested in learning? And how will this information help you?
When you question the material, you engage your mind and prepare it for learning. You’re far more likely to retain information when you’re actively looking for it.
Read (R1):
Read (R1) as the readers engage in the reading of the text itself, they do it actively, having as a background the work done in the two previous steps. Thus, the questions which were generated during the preview of the text help readers to focus.
Read the document, one section at a time. Make a note of anything that you don’t understand – you can use these notes later on, when you explore related materials.
You may find that this read-through takes more time than you expect, especially if the information is dense or complex.
Keep yourself focused by turning every subheading or chapter title into a question that you must answer before you move on. For example, you could turn the subtitle, “Juries in Courtrooms” into the question, “When is a jury used?” and run through the answer in your mind before you move onto the next part of the text.
Recite (R2):
Recite (R2) also called Retrieve or Recall: as readers move through the text, they recite or rehearse the answers to their initial questions, using their own words. This can be done either in an oral or written form, and it is aimed to support the personal formulation and conceptualisation of the content of the text.
Once you’ve read the appropriate sections of the document, run through it in your mind several times. Identify the important points, and then work out how other information fits around them. Then, go back to your questions from Step 2, and try to answer them from memory. Only turn back to the text if you’re unable to answer a question this way.
Review (R3):
Review (R3) after the reading is completed, readers review the content of the text by repeating back to themselves what the main ideas of the text were, by using their own words.
Once you can recall the information, you can start to review it.
First, reread the document or your notes. This is especially important if you don’t feel confident that you’ve understood all of the information.
Then discuss the material with someone else – this is a highly effective method of reviewing information. Explain what you have just learned as comprehensively as you can, and do your best to put the information into a context that’s meaningful for your team, organisation, or industry.
How we can use SQR3 in our daily life :
In academics, students use it to effectively digest chapters by surveying material, forming questions, reading for answers, reciting key points, and regularly reviewing. Professionals can apply it for development by skimming course materials, identifying key questions, reading for information, summarising takeaways, and reviewing notes to apply new concepts.
For personal growth and technical skills acquisition, SQ3R is equally beneficial. In personal development, individuals can survey content, pose questions, read for answers, recite main ideas, and periodically review lessons. For technical skills like coding, they can survey resources, ask questions, read tutorials, practice by writing code, and review exercises to build proficiency. This method also aids meeting preparation by reviewing agendas, forming questions, reading documents, summarizing points, and following up on decisions. SQ3R structures information processing, enhances understanding, and improves retention, making it valuable in various real-life scenarios.
