SQ3R method

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The SQ3R method refers to a method developed by Francis P. Robinson for effective, active or understanding reading ( reading strategy or text comprehension), which was first presented in his book Effective Study (1946). The sequence of letters SQ3R stands for the sequence in which the reader should read a (scientific) book. The abbreviations are S urvey, Q uestion, R ead, R ecite and R eview. It is not about increasing the reading speed, but about understanding and retaining content. EL Thomas and HA Robinson developed on this basis in 1972 PQ4R method which P review, Q uestion, R ead, R eflect, R ECITE and R eview different than 6 phases. Another technique, the SQ4R method , differs from SQ3R by an additional penultimate stage "reflect or record". What these theories have in common is that the effectiveness is derived partly from learning-theoretical aspects, partly from logical-trivial experiences. Some evaluation studies have also empirically proven that this improves learning and long-term understanding of texts. Based on the SQ3R method, the TQ3L method was developed to improve listening and learning skills.

meaning

The individual steps are described as follows:

SQ3R PQ4R
S (gain overview) urvey: The first step allows the reader an overview of the whole text (book). Headings, structure and keywords catch the reader's eye in order to recognize a rough context and the overall framework. P review: skim the table of contents, the blurb, the summary or passages.
Q uestion (questions): In the second step, the reader becomes active. He asks possible questions about the section. The formulation of questions arouses the motivation to find answers to the questions. Q uestion (questions): Formulate specific questions about the sections of the text.
R ead: The main step now deals with the text. Now the text is read section by section, which is also the main effort. What has been learned must be understood in order to be stored. Important keywords and connections should be highlighted in color. R ead: Reading with the aim of answering the questions.
R eflect: Examination of the reasoning and evidence, trying to find examples or counterexamples for the content; Development of additional arguments; if necessary, critical review of the key questions.
R ecite (play back): After each section it should be recapitulated, i.e. thought about. What was it about, what were the key words and how do they relate to each other. In addition, after several sections you should record what you have read in writing, e.g. B. by summaries or best with colored mind maps. R ecite: The questions should be answered from memory and in writing.
R eview: In this area you should think about how the section relates to the overall framework and the other sections and how you could apply what you have learned in practice and what reasons for application exist. R eview: summarize the most important points of the text in your mind and answer the questions.

Advantages and disadvantages

advantages

The knowledge acquired with the SQ3R method of "understanding reading" should be stored much better in the memory, since a lot of initiative and elaboration is anchored in the steps. So the probability of the correct knowledge query should be higher than with "normal" reading.

disadvantage

At first, this method appears complex and time-consuming. Many steps are often combined or saved and thus lose efficiency.

Effectiveness studies

Robinson (1966) and Harris (1970) tested the effectiveness of the SQ3R method (according to Christmann). The prerequisite for effectiveness, however, is that all steps are actually run through, because according to Groeben (1982, p. 122) the application of individual steps does not lead to any improvement in understanding the text.

Many studies examine the effectiveness of individual steps in reading methods. Häfele (1995) could not find any difference between a group that only formulated questions, a group that only answered these questions and a group that answered questions from the author. Nor could he ascertain any difference between the written and purely mental answers to the questions. Häfele points out, however, that it is possible to differentiate between differently demanding questions. Anderson and Biddle (1975) summarize on the basis of 77 studies that questions asked after reading the text improve retention in the follow-up test, even for questions that have not yet been asked. On the other hand, if the questions are asked before reading, the ability to answer questions that have not been asked before deteriorates. This could indicate that by directing attention to the previously asked questions, it is more difficult to absorb information that is irrelevant to the answer.

Some authors assumed that an in-depth study of the text leads to more networked memory traces and that missing knowledge can be reconstructed more easily (Elaboration Hypothesis, p. 56), others assumed that an increased attention to the central content of the text , which improves retention performance (Focus Hypothesis, p. 50). The question arises whether structuring the text, for example in the form of a summary, could relieve the reader of the work that the PQ4R method requires of the reader (p. 55).

Another question that has been raised is whether linking it with previously acquired knowledge, particularly autobiographical memory, improves memory performance. This question mainly concerns the additional step "Reflect" of the PQ4R method, in which personal examples must be sought. This step is not included in the SQ3R method.

Further approaches

  • The MURDER scheme by Danserau and others (1979) is a further development of the SQ3R method.

literature

  • Ursula Christmann, Norbert Groeben: Psychology of reading . In: Bodo Franzmann, Klaus Hasemann, Dietrich Löffler, Erich Schön (Hrsg.): Handbuchlesen . KG Sauer, Munich 1999, ISBN 3-598-11327-7 , pp. 192 .

Web links

Individual evidence

  1. ^ Francis Pleasant Robinson: Effective Study . 6th edition. Harper & Row, New York 1978, ISBN 0-06-045521-7 (English).
  2. ↑ a b Heiko Burchert & Sven Sohr : Practice of scientific work. An application-oriented introduction . 2nd Edition. Oldenburg, Munich 2008, ISBN 978-3-486-58648-0 , p. 54 ( limited preview in Google Book search).
  3. ↑ Janet Allen: More Tools for Teaching Content Literacy . Stenhouse Publishers, 2008, ISBN 978-1-57110-771-8 , pp. 22 ( limited preview in Google Book search).
  4. ↑ Thomas, EL and HA Robinson (1972): Improving reading in every class: A sourcebook for teachers, Boston: Houghton Mifflin 1972
  5. ↑ Some authors consider the textbook "Educational Psychology, Theory and Practice" published later (1994) as the first source and attribute the development to its author RE Slavin, who also published it later.
  6. ^ Carolyn Orange: The Quick Reference Guide to Educational Innovations. Corwin Press 2002 page 32
  7. ^ Kurt Heller and Horst Nickel: Psychology in educational science. Volume III Clett Cotta 1978 page 148
  8. ↑ Taraban, Rynearson & Kerr 2000, cit. after Dennis Coon, John Mitterer: Introduction to Psychology: Gateways to Mind and Behavior. Cengage Learning 2015
  9. ↑ Steffen Pluntke: Teaching rescue assistant and lecturer in the rescue service. For training and further education . Springer, Berlin 2013, ISBN 978-3-642-34939-3 , pp. 73 ( limited preview in Google Book search).
  10. ↑ a b c d e f g h i j Horst O. Mayer: Introduction to perception, learning and advertising psychology . 2nd Edition. Oldenbourg, Munich 2005, ISBN 3-486-57675-5 , p. 154 ( limited preview in Google Book search).
  11. ↑ a b c Ursula Christmann, Norbert Groeben: Psychology of reading . In: Bodo Franzmann, Klaus Hasemann, Dietrich Löffler, Erich Schön (Hrsg.): Handbuchlesen . KG Sauer, Munich 1999, ISBN 3-598-11327-7 , pp. 192 ( limited preview in Google Book search).
  12. ↑ a b c Benedikt Klein: Didactic design of hypermedia learning environments. The adaptive learning environment "incops" for an introduction to cognitive psychology . Tectum, Merburg 2000, ISBN 3-8288-8187-4 , p. 28–30 ( limited preview in Google Book search).
  13. ^ Anne Levin: Learning through questions (=  educational psychology and developmental psychology ). 2005, ISBN 3-8309-6473-0 , ISSN  1430-2977 , pp. 80–81 ( limited preview in Google Book search).
  14. ↑ a b c d Lynne M. Reder: Techniques available to author, teacher, and reader to improve retention of main ideas of a chapter . In: SF Chipman, JW Segal, R. Glaser (Eds.): Thinking and Learning Skills. Research and Open Questions . tape 2 . Routledge, 2013, ISBN 978-1-136-55808-5 , pp. 37–55 (English, limited preview in Google Book Search).
  15. ^ Thiemo Breyer: On the Topology of Cultural Memory. Different Modalities of Inscription and Transmission . Königshausen & Neumann, Würzburg 2007, ISBN 978-3-8260-3527-2 , p. 36 ( limited preview in Google Book search).