• SQ4R is a versatile study strategy because it engages the reader during each phase of the reading process.
• Readers preview/SURVEY (S) the text material to develop predictions and set the purpose for the reading by generating QUESTIONS (Q) about the topic.
• They READ (1R) actively, searching for answers to those questions.
• They monitor their comprehension as they summarize wRite (2R) & RECITE (3R).
• They evaluate their comprehension through REVIEW (4R) activities.

What is READING?

• There are many meanings for reading, but the simplest is to CONSTRUCT MEANING FROM TEXT.
• First and foremost you read for MEANING and UNDERSTANDING.
• The correct READING SPEED is the one that gets you that meaning and understanding.
• Reading is an art form and good readers do certain things that get them the meaning that the process is designed to extract.
• Learning anything involves putting yourself in the proper mode that will help insure that meaning can be gotten from the text.

What you need to know to enhance your comprehension:

• 1. I begin with what I already know (activating prior knowledge).
• 2. I always try to make sense of what I am reading (context).
• 3. I ask myself questions; before, during and after reading.
• 4. I predict and think about what will happen next in the text, or how my questions will be answered.
• 5. I read with purpose. I know why I am reading and what I am reading to find out.
• 6. I know that as a good reader I often REREAD parts of, or even, the whole text two or more times in order to make sense of what I am reading.

• Two general learning components must be addressed as you begin the reading process and the SQ4R method will activate them.
• First, place the reading in CONTEXT . What is the reading about and do I have any prior knowledge about this subject to help me extract the meaning that I'm after ?
• The SURVEY and SYSTEMATIC reading puts this process into motion. You get an overview that will "jog your memory" as you search for prior knowledge on the subject.
• Ask questions about what you don't know.

• Make the questions simple and general if you don't have much prior knowledge and more specific if this is an area of study that is familiar to you.
• Using these questions will GUIDE YOUR SPEED AND COMPREHENSION as you attempt to answer them.
• THE STUDENT THAT IS ENGAGED IN READING IS MOTIVATED, STRATEGIC, KNOWLEDGEABLE, AND SOCIALLY INTERACTIVE.

• READING IS A PROCESS THAT MUST INCLUDE THINKING BEFORE, DURING, AND AFTER READING.

How to Use It

1. Survey what you are about to read:Systematic Reading

• Think about the title: What do you know about this subject?
• What do I want to know?
• Glance over headings and/skim the first sentences of paragraphs.
• Look at illustrations and graphic aids.
• Read the first paragraph.
• Read the last paragraph or summary.

2. Question

• Turn the title into a question. This becomes the major purpose for your reading.
• Write down any questions that come to mind during the survey.
• Turn headings into questions.
• Turn subheadings, illustrations, and graphic aids into questions.
• Write down unfamiliar vocabulary and determine the meaning.

3. Read Actively

• Read to search for answers to questions.
• Respond to questions and use context clues for unfamiliar words.
• React to unclear passages, confusing terms, and questionable statements by generating additional questions.

4. Recite

• Look away from the answers and the book to recall what was read.
• Recite answers to questions aloud or in writing.
• Reread text for unanswered questions.

5. wRite

• Make "maps" for yourself.
• Reduce the information
• Reread or skim to locate and prove your points.
• Write down the key terms and ideas in outline form or using the Cornell Note Taking System.
• Always read/question/recite before marking or taking down notes.
• Check yourself against the text. Correct and add to your answer.

6. Review

• Answer the major purpose questions.
• Look over answers and all parts of the chapter to organize the information.
• Summarize the information learned by creating a graphic organizer (concept map) that depicts the main ideas, by drawing a flow chart, by writing a summary, by participating in a group discussion, or by writing an explanation of how this material has changed your perceptions or applies to your life.

1. Survey : Psych yourself up..

• Intend to remember.
• Anticipate test questions.

2. Question: Use previous knowledge.

• Intend to remember.
• Anticipate test questions.

3. Read: Be selective.

• Create meaningful organization.

4. Recite: Put ideas in your own words.

5. wRite: Make "maps" for yourself.

• Reduce the information

6. Review: Further reduce the information.

• Find personal applications.

1. First Steps

• a. Read title, topic sentence in each paragraph, and introductory paragraph(s).
• b. Read headings, subheadings, and italicized words.
• c. Read Summary at the end of the chapter.

2. Question: Use previous knowledge.

• a. Intend to remember.
• b. Anticipate test questions.
• c. Turn each heading and subtitle into a question.
• d. Who? What? When? Where? Why? How?
• e. Restate the questions from headings to help fix them in your mind.

3. Read: Elementary and In-depth-Be selective.

• a. Create meaningful organization.
• b. Read only the material covered under one heading or subheading at a time.
• c. Read ideas, not just words.
• d. Read aggressively, with the intent of getting answers, of noting supporting details, and of remembering.

4. Recite: Put ideas in your own words.

• a. Look away from the book and then "recite" (out loud) the major concepts of the section.
• b. Check your answers referring to the book.
• c. Answer the questions that you raised before you began to read.
• d. Answer fully, and be sure to include the reasons the author believes the answer is true.
• e. Recall the answer and do not refer to the book.

5. wRite: Make "maps" for yourself.

• a. Reduce the information
• b. Reread or skim to locate and prove your points.
• c. Write down the key terms and ideas in outline form or using the Cornell System.
• d. Always read/question/recite before marking or taking down notes.
• e. Check yourself against the text. Correct and add to your answer.

6. Review: Further reduce the information.

• a. Find personal applications.
• b. Look over your notes and headings and subheadings in the text. Get an overall view of the main points.
• c. Recall subpoints under each main point.
• d. Aim to do an immediate review and later review. Studies show that with immediate review you can retain 80% of what you covered.
• e. Go back periodically and test yourself to see how much you remember. Don't put off review until the night before the test.

• Intend to remember.
• Anticipate test questions.

• Create meaningful organization.

• Reduce the information

• Find personal applications.