SQ4R - A High Level Approach to Chapter Reading

Survey

Take a few minutes to get a general idea of what information is contained in the chapter – hit the high points.

1.   Examine the title. In an instant this will clue you in on the general content. Think as you read it, "What will the chapter have to offer?"

2.   Read the introductory paragraph carefully and thoroughly. Here the author usually announces the general content, raises broad problems to be explored, conveniently briefs you on what is ahead. How does the content link up with what you have been studying?

3.   Now skim the body of the chapter. As you do so, read the headlines. What aspects of the general subject does the chapter zero in on?

4.   Sometimes authors signal their major thought divisions in conspicuous headings. While text books vary these headings, they are usually set off with space and in large letters. You will usually find no more than four or five of them in one chapter.

5.   Now, take each of the big chapter divisions as a unit and look for signals of what it contains. Often you will find subheadings at the side of the printed column clearly giving sub-topics. Pause to reflect on these and try to predict the content of the passage to follow. Do you see the author's hidden outline? If so, it will help you grasp the content of the chapter.

6.   You may wish to examine the first sentence of each paragraph.

7.   Look over the graphic aids provided, such as pictures, graphs, etc.  Read the captions or information provided with the graphic.  This information often summarizes the concepts presented by the graphic.

8.   Now read the concluding paragraph. Here the author frequently sums up his thoughts. Principles and concepts are reviewed and main points are emphasized.

9.   Be prepared for exceptions to this format.

10.   Many times your books will not fit neatly into the categories given nor will you be able to follow this procedure exactly. You will be able to adjust and adapt as you gain familiarity with the technique.

11.   Ask yourself, "What do I already know about  this subject?" Summon up all your background information – your ideas and experiences on the subject. You'll grasp new concepts better if they fit in with something you do know. "What can I learn from this chapter?" Check for study questions at the end of the chapter.

12.   How long should I take? You should be able to preview a long difficult chapter in about 5 to 10 minutes. Shorter and less difficult ones will take less time.

Why Preview

1. You have taken the chill off the reading and begun to focus

2. Your background knowledge will be recalled helping to organize the new with the old.

3. Details should start to fall into place as you read.

4. Now, you should intensify your concentration and adjust the reading rate as needed.

Question (SQRRRR)

Now that you've surveyed, you are ready to go on to the next step in the in-depth reading process. You must read with questions in mind. This will help you crack even the toughest chapter.

1. Convert section headings into questions. In this use of the heavy type the author is shouting at you, "I'm telling you my major points." Turn these into questions and you'll be guided into seeing his structure.

2. You'll often find hidden questions in the topic or key sentences of the paragraph. Often these can be turned into simple but effective questions.

3. Where headings or topic sentences are missing or elusive, skim the content itself. See if you can figure out the question that it is answering in the section even when the question is not given.

4. Ask in-depth questions, as well as easy surface ones. The latter will yield main points but the former will show better the author's major concepts.

5. Be a human question mark. Always be reading for a reason, looking for answers, seeking to find coherence and relevance in what you read.

Why Question?

1. The questions you make from these headings will help you find and concentrate on the main ideas.

2. Try it if you can't concentrate. Once your reading becomes an active search for answers your mind will have less chance to wander.

3. Try it if you want a more powerful tool for independent learning. As you become more proficient in the skill of asking questions you will begin to take more control over your own learning and depend less on teacher-made questions to prod you along.

Read and Reflect (SQRRRR)

The READ step has another built-in R to it-Reflect. At all times as you are reading you are reacting to what you read – again you are being an active reader. Reading and reflecting are simultaneous and inseparable. After you have previewed and set your questions you are now ready for close intensive reading – section by section – of the chapter.

1. Go in with a question! A questioning mindset is the most powerful aid to increased concentration.

2. If full comprehension is important, read to "pull-out" the meaning of each sentence. New concepts are built on the full understanding of the previous one. Keep at it until you do understand the concepts.

3. Reduce speed for dense passages. Simply put, everyone will have to slow down and often re-read when the passage is full of new concepts and difficult ideas. But remember to speed up as the material gets easier. Don't let yourself get trapped into always reading slowly – only when the material requires it.

4. Complete stops are often needed. In difficult-reading where full comprehension is needed you must stop and reflect – Think – Do I understand what is being discussed? Can I give an example? What might I predict from this information? What is the evidence to support this? Do I agree with it? Try making a mental picture or even draw a picture or sketch to show relationships in the material.

5. Graphic aids may give you insights. "Read" these just as you would words. One diagram may make hundreds of words clear.

Recite (SQRRRR)

How can you "firm up" your learning? Use the most powerful tool known to psychologists. This is the technique known as self-recitation.

1. Ask yourself, "What have I just read?" In this step you will be asking yourself this as you finish each section. You will try without looking at the book to give yourself oral answers that make sense. The words should be yours, not the book's. When you find you cannot answer the question then it is time, right there and then, to go back and find the answers.

2. You may find a cover card convenient. A cover card is an index card, usually 5" x 6". Use it to conceal parts of your book or notes as you recite content to yourself.

3. When you try to learn with just your eyes alone, you use only one third of your sensory channels. Try more! Use your eyes in study and then add your ears and muscles.

SEE IT!  SAY IT!  HEAR IT!  DRAW IT OR WRITE IT!

Say what you are learning – out loud. Now you have added the kinesthetic (muscular) learning as you involve the muscles of your throat, lips, and mouth.

Strengthen learning with your ears as you hear yourself say it. Now you have added your auditory memory.

Add kinesthetic learning again as you make jottings and sketches. Here you involve your motor memory.

The variety itself of using four reinforcements – eyes, ears, voice, and hand – keeps you alert and increases your intake of information.

4. You are not being urged to memorize; in fact, you are urged NOT to memorize. Your textbooks are condensations of broad fields of knowledge and may well deserve your thoughtful study which is more meaningful than rote memorization.

• You'll probably want to make the highlight stand out in some way so you won't have to reread the whole chapter when you review.

• Select just what you need to remember. You must make some value judgments about what is worth special attention.

• Wait till the end of a section to mark or underline. This way you can make intelligent choices as to what is important.

• A change of pace as you mark your book or make notes is a definite plus in study. Alternating activities – reading then writing – gives material a chance to set. You can give your brain too many ideas and you'll not be able to get any of them.

5. Take your choice of marking and labeling techniques.

• Quick marginal lines – Solid vertical line down the margin next to a major point. The line goes from the beginning to the end of the main point. Use a broken line, also vertical, to show sub-points.

• Underline to show relative importance. Never underline more than 15-20% of the material – be selective.

• Use a pencil for flexibility of margin notes and underlining.  If you use highlighters be careful you don't get "color happy."

• Make marginal mini-notes called labeling which are brief jottings of key words or cue phrases.

• Make marginal numbers. Make your own outline as you read and use the numbers to show the organization.

• Use asterisks****** This can guide you to the major ideas.

• Use marginal question marks when you don't agree or don't understand. This flag tells you to find out or discuss your disagreements.  Sticky notes work, too.

Review (SQRRRR)

Unless you learn for the future a lot of hard work goes by the board. Read a passage with no review and in two weeks 80% of what you learned will be forgotten. But when the student reviews what he read just after the learning, he will remember 80%.

    1.            Regain the broad view of the chapter. Go back and see if you have comprehended both the structure (organization) of the chapter and the big thought divisions. You have been looking at the little pieces of the jigsaw puzzle; now look at the whole picture.

    2.            Check on the important sub-points. Think through the chapter, seeing what you can recall about the major headings and the points under them. Reread NOW, where and when it is necessary.

    3.            Use multiple senses for this learning.

    4.            Where specific points must be remembered exactly and in some specific way, practice over learning. That is: after you think you know it spend about one fourth the time of the original learning to over learn it.

    5.            Use spaced reviews to retain longer. Frequent short sessions will accomplish much more than one long session.

WRiting (SQRRRR)

The last step in the study method. WRITE. Invent your own tests to take for practice. This makes you reflect on the material, choose the important points, and become an active participant in predicting what will be asked of you. You will gain confidence in your ability to take tests.

Explain mathematical calculations in words to clarify your understanding. Also turn graphics into descriptive sentences.  All of this helps you organize your thoughts, practice the usage of technical terms, and creates another method of study.

  Summary

SQ4R is not as cumbersome as it looks at first. It is actually a method for rapid, efficient study. Some poorly organized material will present difficulties but such material needs all the help you can give it. Basically, this approach will help you comprehend better, concentrate better, retain better, and have a powerful tool for more efficient learning. It is a cluster of techniques and skills. Try it for a semester in just one course and you will probably use it in all your classes next semester.

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