Important SQ3R Method Parts

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Important SQ3R Method Parts: Survey-Question-Read-Recite-Review

The SQ3R process is a comprehension strategy that assists learners to figure out the text they are studying while reading. SQ3R is categorized as a strategy for studying, and assists students “understand it” at a glance when they read the text by educating them on how to become effective leaders (Baier, 2011). Also, the SQ3R model helps students establish a robust framework for understanding the assignment or task at hand. The aim of this essay is explaining the parts of the SQ3R process that helped me during my studies.


To begin with, the survey part formed the basis of my studies. Before I started reading, I first of all surveyed the chapter’s components in terms of titles, headings, subheadings, charts, and bolded texts. From the subject, I understood that communication appears in various forms. When surveying the chapter, I realized that the author used various captions under maps, charts, pictures, and graphs in an attempt to capture the reader concentration and understanding. Also, I learned that summarizing the key points helps a student in understanding the entire text hence easy to pass the message learned to the other students.

Second, I learned that it is essential to question while surveying the context study. When reading a text, students should keenly ready and attempt to answer questions raised in every chapter and try to answer them in respect to what their instructors communicated or taught them about the chapter (Carlston, 2011). As per the subject, communication helps pass a message from one end to another in a manner that resolves any existing conflicts between two or more parties. I gained knowledge that writing down these questions helps in considering the appropriate answer after comparison with instructor’s teachings, and this is SQW3R.

Third, I observed that when students begin to read; they should find for answers to the raised questions and find appropriate means of answering them. For communication texts, students should reread all captions under graphs, tables, and pictures to strengthen their rate of understanding (Baier, 2011). Also, the proper studying and analysis of graphs assist in the comprehension of the texts in relation to what the teacher taught in class about the subject of communication. For instance, difficult passages should be read with a moderated speed, and the keywords need to get underlined or colored.

Fourth, after reading each section; students need to recite the key concepts that they have grasped from the text. In communication, students need to orally question themselves about what they just read and then summarize them in their own words (Carlston, 2011). For example, since difficult texts are challenging to understand; then underlining and highlighting these parts helps in enhancing constant review and reciting of the words hence comprehend them at long last. In reciting, both triple and quadruple strength learning are helpful. For example, seeing, saying, hearing, and writing down what you have understood.


Finally, reviewing the ongoing process of studying was also helpful. In the first day after the actual reading and reciting of the text, students need to note down the questions in a notebook in order to complete a critical reading review (Carlston, 2011). On the second day, reciting orally what they learned helps in answering these questions straight from their memory. In the 3rd, 4th, and 5th day, students need to add more flash cards where necessary. Also, making comparisons between notes, flashcards, and instructor teachings helps in resolving such problems both orally and in writing. During the weekend, students need to make a table of contents using notebook and text; by this doing, all barriers of understanding the subject will be fixed hence finding it easy to understand the text by students.

In conclusion, the SQ3R reading strategy dissuades students from cramming texts for the five phases call for information review and establishes a suitable climate for making summary notes during the actual process of reading. Also, SQ3R activates students thinking and their ability to resolve comprehension difficulties when reading the text and comparing the same with what was communicated to them by the instructors.


Baier, K. (2011). The effects of SQ3R on fifth grade students’ comprehension levels (Doctoral dissertation, Bowling Green State University).

Carlston, D. L. (2011). Benefits of student-generated note packets: A preliminary investigation of SQ3R implementation. Teaching of Psychology38(3), 142-146.

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