SQ3R is an acromyn for the following five-step multiple readings strategy: 

 

1-Survey

2- Question

3- Read

4- Recite

5- Respond/Reflect

 

SQ3R is much like layered reading.  Learners will read through the text multiple times with a different purpose, giving readers a lot of exposure to the organization and ideas.  Learners also remember and learn the content, have a clear idea of the organization, and are able to synthesize.  



​Survey

When surveying a text learners want to quickly look through the text to identify its structure and text features. Their goal is to create a mental frame work or outline (they can also write down this outline). When surveying they are looking at the titles, headings, visuals, vocabulary words, end of chapter questions, and maybe even the the introduction and conclusion/summary.  The purpose of surveying the text is to activate their background knowledge and increase their interest and motivation. 



Question

In questioning, learners want to set a purpose for reading (see the four basic purposes for reading) and create questions related to that purpose. If they are reading to learn a simple way to create questions is making headings into questions. For example, if the heading was "Natural Disasters" they could ask questions like, "what are natural disasters?", "what are some common causes and effects of natural disasters?" and "where do natural disasters happen?" If they are reading to integrate you may ask questions about how each section relates to another or how the reading relates to the topics in the lecture. The text itself may have some questions at the end of the chapter. Why create questions? Creating questions helps learners stay focused and pay attention to what they are reading, because they now have a clearer purpose and goal for reading (besides reading for general comprehension). 

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Read

When reading the text, learners should actively search for the information that answers their questions. They should be constructing meaning and monitoring their own comprehension. Keep in mind the outline they created from the survey and the questions they set for their purpose. While they read, learners can also ask additional questions, look for connections between sections or even connections to class.  This is where most of the learning happens as they synthesize and analyze  new information. As they read they focus on the material that they feel, or what they think their teacher feels is important. Learners are processing the ideas and content based on their purpose for reading. 

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Recite 

As part of reading, leanres should periodically stop and recall what they have read. Read in chunks--like paragraphs or sections. After each chunk learners should stop and think about what they have read, write down a few notes or even talk out loud. If they are having a hard time remembering, slow down or read smaller chunks. Doing this will allow them to remember more and monitor their comprehension.

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Respond/Reflect 

Right after learners read, they should think about the text they just read. Learners can think about any sections that they are confused about or don't understand or how the text connects with the material they have already read about, or the class lectures. They also should think about how to apply this new information to what they already know about the topic. This process of  responding  and reflecting will allow them to learn and understand more.

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Some also recommend adding in a fourth R for Review. This would be similar to the layered readings review. Learners would skim the text and look over their notes. They can spend time on the sections they had questions with and can better analyze and synthesize what they have read. This is especially beneficial right after a lecture on the same topic, or right before an exam. Reviewing allows learners to remember more of the information for longer.  For more information about SQ3R or SQ4R see pages 13 to 15 of Isakson et al.'s  (2010) book Learn More & Read Faster: a handbook of advanced reading strategies for college success.​