Information about the strategy:
SQ3R stands for survey, question, read, recite, and review. This strategy gives students a purpose for reading the given text. While students are reading they formulate questions that they answer while they are reading. Another thing this strategy does is it helps students become aware of the purpose for reading, overview of the text, read selectively, and review what is read. This strategy has many components that reflect many of the behaviors that expert readers posses. The first step to this strategy is to select a text that is appropriately leveled for the students and covers the intended content. Then, the students survey. This means students skim the headings and subheading and create and record questions from the headings and subheadings. In this step the students fold a piece of paper into three equal parts. The students will write the headings in the first column of the three column paper. They turn the heading into a question and write that in the second column of the paper. Next, the class reads the text all together. Then, the students recite what each section of the chapter was about. They record any important notes from the heading they read in the notes section of the third column of their three column paper. Finally, the student review what they read and discuss what each heading and subheading was about. How this strategy can be used in a classroom: This strategy can be used in the classroom when the teacher is reading a text that is important for the students to remember the details of. The teacher can take appropriate pauses and fill out the SQ3R chart as they are reading. This will allow the students to have the important information recorded to remember what they need to know about the content. A second way this strategy can be use in the classroom is to have the students break down into small groups and fill out the chart while they are reading the text. This allows the students to discuss the content while they are filling out the chart. It also allows the teacher to see how well each group comprehended the text they were assigned. Writing standard:
There are two writing standards that this strategy could fall under. These standards are W2 and W4. W2 is write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W4 is produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
Research:
"Reciting is retelling what was read from memory. This form of retelling helps students monitor the information they are obtaining from the reading. If some information is not being retained, then students may need to read sections of the text again. Last, review the material by answering questions and referring back to the text for clarification of mistaken responses to questions. This method appears to be most appropriate for older students because it encompasses the application of higher-level metacognitive processes." (Best practices, n.d.). Video examples and explanations:
This video is an introduction to the SQ3R strategy. It explains why this strategy is effective and why you would use it in the classroom. This video also goes into great detail about each step of this strategy.
This video explains why this is a great reading and note taking strategy to use in the classroom. It explains when you should use this strategy. It also explains, with examples, the different steps of the strategy.
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Example:
Sources:
Best Practices in Planning Interventions for Students With Reading Problems. (n.d.). Reading Rockets. Retrieved July 22, 2014, from http://www.readingrockets.org/article/59627
Miller, M., & Veatch, N. (2011). Strategies to Increase Comprehension. Literacy in context (LinC): choosing instructional strategies to teach reading in content areas for students grades 5-12 (). Boston: Pearson.
Best Practices in Planning Interventions for Students With Reading Problems. (n.d.). Reading Rockets. Retrieved July 22, 2014, from http://www.readingrockets.org/article/59627
Miller, M., & Veatch, N. (2011). Strategies to Increase Comprehension. Literacy in context (LinC): choosing instructional strategies to teach reading in content areas for students grades 5-12 (). Boston: Pearson.