Author: Ms. Cathy Hunsicker, Associate Professor of Communication, Dalton State College
College Reading
Many people do not realize that we read at different rates for different purposes. For instance, if we are looking for an answer to a question, we scan very quickly through the material to find the answer, and once the answer is found, we move on to something else. When we are reading a magazine for pleasure, we most likely read it quickly, skimming through the material and slowing down in sections that are especially interesting to us. We are reading for understanding, but we do not intend to memorize the material for a later date.
In college reading, we have to read slowly with an intent to remember what we have read because we know we will be tested on the material in the future. The most popular method of college reading uses a system known as SQ3R – Survey, Question, Read, Recite, Review. This system has been used since WWII when it was created by Francis Pleasant Robinson from Ohio State University and is the most popular method for study reading used today.
The Survey step of SQ3R is be used to familiarize yourself with a new book or just a chapter of a book, depending on your goal. If you are looking at an entire book, you want to review the table of contents to see what the chapters are about. Many texts have two tables of content, one is general and short, and the other is detailed. The detailed one will give you the best overview of the text.
Next, look to see what else the book has to offer. Does it have an index? A glossary? Appendices of supplemental information? Self-tests throughout the chapters or at the end of each chapter? Lists of important terminology for each chapter? Terms defined in the margins? Terms defined in a single glossary or after each chapter? Boldface printed terms within the chapters? An introduction to each chapter? Objectives for each chapter? A summary or outline at the end of each chapter? Knowing what your text has to offer can help you devise a study plan for your reading that will be effective as well as giving you an idea as to what the text and the course will cover. Having this information allows you to start reading with background information which improves your concentration and focus, and your comprehension of the material.
When you use the Survey step of SQ3R to survey a single chapter, you want to look for and skim the chapter’s objectives and introduction. Then focus on the words in boldface print that divide the chapter into sections and emphasize the terminology. Browse the pictures, graphs, and charts and read their captions to see what examples are given of the information being presented. Look for a summary of the chapter at its end.
Once you have skimmed over for all these aspects, you will have created background information so that when you begin reading, you are not going into it cold, and you have improved your ability to focus and concentrate on the reading as well as comprehend it. This entire step should only take about ten minutes because you are skimming through the material to familiarize yourself with its contents.
Once you have finished the “S” and surveyed the chapter, you want to create questions related to the information that you can answer after reading. Basically, you want to be able to identify the main points the author is trying to get across to you. A simple way to do this is to take the boldface printed subtopics and turn them into questions. For instance, in chapter one of this text, the first section on page eight is already in a question format for you. You just have to read to find out what public speaking is. The second section on page nine is not in question format, but you can form a question out of it, such as “Why does public speaking produce anxiety?” Once you have the question, you can read to find the answer which will give you the important information in the section.
The third step of SQ3R is the Read step which goes hand-in-hand with the question step, and as you will see shortly, with the Recite step. Your goal in the Read step is to read actively and answer each of the questions you have formulated from the section headings. Pause after each section and ask yourself, “What have I just read and does it answer my question?” If you find you have understood the section, go back and highlight the key words and phrases that answer your question.
When you pause and highlight, you are in effect, reciting the information and entering the Recite step of SQ3R. Since repetition is the key to remembering what you have read, this step is very effective. To further your comprehension and memory of the information, summarize it in the margin of your book. If you find you do not understand or cannot recite what you have read, you will have to refocus and reread. Perhaps you became distracted as you were reading or started daydreaming or maybe the material is so foreign to you that you must reread it to comprehend it. Whatever the reason, it is important that you understand the section before moving on to the next section. This Recite step, coupled with repetition, is important if you want to build neural pathways to keep the information in your brain.
The last step of SQ3R, Review, is completed after you have read and highlighted the chapter in its entirety. This step can be done in different ways depending on your learning style. If you are an auditory learner, you will want to read over your high-lighted information aloud because your hearing ability is your strongest learning sense. If you are a visual, tactile, or kinesthetic learner, you will want to write out (tactile, kinesthetic) the information on paper to reread (visual). Maria Montessori, who created the Montessori schools, stated, “The hands are the instruments of man’s intelligence.” In essence, she believed that the hands were directly connected to the brain, so writing out the highlighted information is particularly effective to use for further review. You could write out the information and then study it aloud, too. This would incorporate all of your senses and bombard your brain with the information, making it more memorable.
The Review step must be repeated at periodic intervals because only through repetition will you build neural pathways for the information that will allow you to remember all that you have read and studied. Once you have achieved comprehension of the material, repetition and review are necessary if you want to be able to pass a test on what you have read. SQ3R promotes meaningful reading and test preparation which results in higher course grades.
