The first step in the SQ3R strategy is to SURVEY the content being read. This involves skimming titles, headings, and subheadings found in the text. It also involves identifying and reading introductory and summary paragraphs, viewing pictures and graphs and their captions, and reviewing any guiding questions provided in the text or by the instructor. This step in the strategy helps the student to anticipate what will addressed in the reading and to prepare for engaging with the content.
The second step in the strategy is to ask QUESTIONs based on the survey of the content being read. One way to generate questions is to turn the various titles and section headings into questions. The goal is to create questions for which the answers can be found by reading the text. To scaffold the process, guiding questions could also be provided by the instructor to help students know what to focus on.
The next step in the SQ3R strategy is to READ the required text. While reading, it is important to try and find answers to the questions that were previously raised. In addition, other reading strategies should be employed to aid in comprehension of the text. For example, one should study the visuals and reread the associated captions, note words and phrases that are emphasized (e.g., underlined, italicized, bolded), study graphic aids, slow down when reading difficult passages and reread parts as necessary, read one section at a time (and then RECITE), and so on.
RECITE is the fourth step in the SQ3R strategy. During this stage, the goal is to try and answer the questions posed earlier without referring to the text (if possible). Reciting can also include orally summarizing (in your own words) what was read, taking notes (in your own words), highlighting key points in the text, and so on. The purpose of this stage is to try and transfer information from short-term memory into long-term memory. Engaging different senses when reciting the information that was read can also help aid in retaining the information. Verbalizing information, writing information, and so on can be great ways to recite what was learned and to retain the content.
The final stage in the SQ3R strategy is to REVIEW. The process of reviewing should be ongoing and can be done in a variety of ways. Reviewing can entail checking the answers gathered during the recite stage. Reviewing can also involve rereading portions of the text as necessary, identifying additional questions that could be answered from the text, answering questions about the text from memory, developing mnemonic devices, generating flash cards for further studying, creating a study guide to prepare for assessments associated with the reading, and so on. Reviewing can occur immediately after the recite step in the process, but it can (and should) also occur in the days and weeks that follow as appropriate.
SQ3R is a strategy that students can use to read a text and retain the information that was encountered. It is also a framework that students can use to learn how to effectively study written materials and to prepare for assessments related to those materials. SQ3R is a versatile strategy that can be used across a variety of content areas and that can be adapted in different ways to meet the individual needs of learners.