SQ3R--Why It Works; Based on an Information Processing Theory of Learning.

Abstract

and teaching assistant in the Reading Center at Washington State University, Pullman. ■ Teachers of secondary and college reading-skill classes often include in their syllabi a systemized procedure for independent study. The best known is SQ3Rsurvey, question, read, recite, reviewdeveloped by Robinson (1961). Although many reading specialists advocate teaching SQ3R to students and have included an explanation of each component of it in their books (Burmeister 1974, Shepherd 1973, Harris and Sipay 1975), virtually none have attempted to explain it works. Nor do they advocate explaining it works to students. Shepherd (1973) points out that many students fail to see the efficiency of SQ3R and complains that they, therefore, do not often use the method even when they are aware of it. If students believed SQ3R would work, they would probably use it. A necessary prerequisite for such belief is an understanding of it works. If students knew it works, they would be more likely to believe it will work; and they would be more likely to use SQ3R in their independent reading. Furthermore, students who understand the why of SQ3R would