SQ4R: BREAKING DOWN THE

UNMANAGEABLE

THE READING STRATEGY FOR

EXPOSITORY READING

Presenter: Candice Poulos

Agenda

Introduction/History

What is SQ4R?

Advantages of SQ4R Reading System

Let’s Try It!

“There is an art of reading, as well as an art of

thinking, and an art of writing.”

- Isaac D'Israeli

An important part of rigorous courses is learning to

learn.

SQ4R is one strategy that can help students get the

most out of their texts.

SQ4R will assure that you don't just "do it," when it

comes to reading. GRASS CUTTER VS. GARDENER

With use of SQ4R, students will derive as much as they

possibly can out of the experience.

Establish Purpose

I'd better use some specific strategies to attack

this nursing material: it's complicated!

Why am I reading this? What am I reading?

To “Get the Gist” or

To Remember,

Understand &

Apply

An article or

a textbook

SQ4R

Originally SQ3R

Developed by Frank Robinson, Ohio State University

psychologist

GRASS CUTTER VS. GARDENER

Many read textbook

chapter like they

would mow a lawn-

relatively mindlessly!

A better approach-

treat like tending a

garden!

SQ4R

Survey

Question

Read

Recite

wRite

Review

Questions you will answer in this step

include the following:

What is covered in this chapter?

What am I expecting to learn in this

chapter?

What do I already know about what is

covered in this chapter from my previous

coursework, present coursework, life

experiences?

Overview: quickly look for the main idea or unifying theme

Headings

Introduction/Summary; first/last sentence of each paragraph

Pictures, charts, diagrams, etc.

Vocabulary lists, notated print, captions, etc.

Chapter Summary

Establish a purpose. Begin to think about the material.

Turn headings and subheadings into questions.

“Skeletal Muscle: Structure and Function”

What Question Might You Create?

Read all questions within the chapter/text.

Try to guess at the answers.

Introductory Sentence states, “The body’s muscular system is composed of three types of muscle.”

SEEK TO ANSWER QUESTIONS THAT RELATE TO YOUR OVERALL GOALS FOR READING ASSIGNMENT (REFER TO LEARNING OUTCOMES IN SYLLABUS)

to answer questions First time read to get big picture

Concentrate on details that support main idea, show relationships

Carefully read (in manageable chunks) to answer questions

After you have finished reading section identify main points/key terms by underlining/highlighting

Correct incorrect guesses from early questioning

Have a conversation with yourself:

•I can use context clues to figure out what words

probably mean.

•I can look for familiar word parts if it doesn't

slow me down.

•I can look it up now if it seems to be important to

understand the rest.

•I can ask someone what it means.

•I can write it down and look it up later.

1. What are the unknown vocabulary words? Can I

figure out what they mean?

2. Are there sentences that don't make any sense?

3. Are there concepts that are unfamiliar?

4. Is the writing hard to follow? Are the sentences too

long? Do they jump around?

5. Am I getting lost in details and missing the big

picture?

6. Am I confused because the parts don't seem

connected?

Answers to questions with the book closed

State orally answers to questions.

State key facts and concepts.

Reread any areas which are unclear.

Take notes!

Take accurate notes on basic

concepts.

Be a flexible notetaker. Create a

graphic organizer.

Prepare a study sheet for exams.

Use outline or Cornell Notetaking

format.

at short intervals

Review notes due to the rate of

forgetting.

Be able to answer all questions.

Predict test questions and answer

them.

Have a conversation with yourself:

Does my graphic organizer make sense?

Have I missed any important ideas or

vocabulary?

Can I paraphrase the main ideas from

memory?

Can I apply the info to a new situation?

The Active Reader as the Gardener

S - Surveys

Q – Decides what he/she wants to accomplish by beginning to dig in by using questioning strategies

R – The gardener plants, weeds, picks vegetable and the active reader reads using critical thinking

R – Constantly assessing progress

R - Summarizes and makes note of improvements if needed

R- Reviews and evaluates what has been achieved

LET’S TRY IT!

*Source

Silvestri, L. A., (2005). Saunders

Strategies for Success for the

NCLEX-RN Examination.

Philadelphia, PA: Elsevier

Saunders.

What is Maslow’s Hierarchy of Needs Theory and

How Will It Help to Answer Prioritizing Questions?

*Source

Silvestri, L. A., (2005). Saunders

Strategies for Success for the

NCLEX-RN Examination.

Philadelphia, PA: Elsevier

Saunders.

Advantages of SQ4R

Able to distinguish between main ideas and details

Reading actively with purpose

Making the best possible use of your memory

Training yourself to answer questions on a test

Increase abilities to concentrate and comprehend materials read

This Method of Studying is IMPOSSIBLE without PRACTICE!

LET’

S T

RY IT!

BEFORE, DURING AND AFTER READING STRATEGIES

How to Warm Up, Workout and Cooldown

when Reading College Level Material

BEFORE

Establishing a “Reading Environment”

DURING

Checking Comprehension As You Read

Fix-Up Strategies: What to do if you do not understand

what you are reading.

AFTER

Recalling Information

*Sources

Silvestri, L. A., (2005). Saunders Strategies for Success for

the NCLEX-RN Examination. Philadelphia, PA: Elsevier

Saunders.

Atkins, R. (2009). Getting the Most from Nursing School: A

Guide to Becoming a Nurse. Sudbury, MA: Jones and Bartlett

Publishers

Kanar, C. (2008). The Confident Student. Boston, MA:

Houghton Mifflin Company

SQ4R:

THE READING STRATEGY FOR EXPOSITORY

READING

Candice Poulos