Topic
SQ3R
About: SQ3R is a research topic. Over the lifetime, 144 publications have been published within this topic receiving 1083 citations. The topic is also known as: SQRRR.
Papers published on a yearly basis
Papers
Book•
15 Mar 2007
TL;DR: Most chapters begin with "Anticipation Guide" and "Using What You Know" and conclude with "Help for Struggling Readers and Writers," "Essential Standards," "Action Plan," "Summary," "Extending and Applying," "Developing a Professional Portfolio," and "Developed a Resource File".
Abstract: Most chapters begin with "Anticipation Guide" and "Using What You Know" conclude with "Help for Struggling Readers and Writers," "Essential Standards," "Action Plan," "Summary," "Extending and Applying," "Developing a Professional Portfolio," and "Developing a Resource File". 1. The Nature of Literacy and Today's Children. The Nature of Reading. The Reader's Role in the Reading Process. Approaches to Reading Instruction: Whole versus Part Learning. Importance of Literacy Models. Approach Taken by This Text. Status of Literacy. No Child Left Behind: Closing the Gap. A Reading and Writing Program for Today's Students. Highly Effective Teachers. 2. Evaluation. The Nature of Evaluation. Judging Assessment Measures. Placement Information. Norm-Referenced versus Criterion-Referenced Tests. Reporting Performance. Functional Level Assessment. Other Methods of Assessment. Self-Evaluation. Evaluating Writing. Portfolios. Basal Reader Assessment. Screening and Diagnostic Instruments and Classroom-Based Assessment. Evaluation and Closing the Gap. Assessing English Language Learners. Assessing Materials. 3. Fostering Emergent/Early Literacy. Understanding Emergent Literacy. Fostering Emergent Literacy. Core Activities for Building Emergent/Early Literacy. Reading in Preschool. Working with Parents. Monitoring Emergent Literacy. 4. Teaching Phonics, High-Frequency Words, and Syllabic Analysis. Rationale and Approaches for Phonics Instruction. How Words Are Read. Stages in Reading Words. Basic Principles of Phonics Instruction. Phonics Elements. Approaches to Teaching Phonics. Scope and Sequence. Using Word Analysis References. Using an Integrated Approach. Dialect Variation. Phonics and Spelling. Strategy Instruction. Decodable Texts. Teaching Phonics to English Language Learners. High-Frequency Words. Building Fluency. Syllabic Analysis. 5. Building Vocabulary. The Need for Vocabulary Instruction. Stages of Word Knowledge. Seven Principles of Developing Vocabulary. Techniques for Teaching Words. Introducing New Words. Developing the Vocabulary of English language Learners. A Planned Program. Remembering Vocabulary. Teaching Special Features of Words. Learning How to Learn Words. Supplying Corrective Feedback. 6. Comprehension: Theory and Strategies. The Process of Comprehending. Comprehension Strategies. Social-Constructivist Nature of Comprehension. Learning Environment. Integration of Strategies. Importance of Affective Factors. 7. Comprehension: Text Structures and Teaching Procedures. Nature of the Text. The Role of Questions in Comprehension. Frameworks for Fostering Comprehension. The Cloze Procedure. Critical Reading. 8. Reading and Writing in the Content Areas and Study Skills. The Challenge of Content Area Reading. Trade Books and Periodicals in the Content Areas. Group Inventory Placement. Instructional Techniques. KWL Plus A Technique for Before, During, and After Reading. Teaching Content-Area Knowledge. Writing to Learn. Sheltered English for English Learners. Reading to Remember. Fostering Retention. SQ3R: A Theory-Based Study Strategy. Test-Taking Strategies. Study Habits. Expressive Study Skills. Metacognitive Study Strategies. 9. Reading Literature. Experiencing Literature. Types of Literature. Reading Aloud to Students. Voluntary Reading. 10. Approaches to Teaching Reading. Changing Approaches to Teaching. Reading. Basal Anthology Approach. Literature-Based Approach. Individualized Reading-Reading Workshop. Language-Experience Approach. Whole Language. Guided Reading. An Integrated Approach. 11. Writing and Reading. The Roots of Writing. Guided Writing. The Process Approach to Writing. Writing Workshop. Thinking and Reading Like a Writer. Interpersonal Writing. Improving Expository Writing. Guiding the Writing of Reports. Assessing and Improving Writing: The Key Traits Approach. Technology and Writing. Reading Helps Writing. A Full Menu. 12. Diversity in the Literacy Classroom: Adapting Instruction for English Language and At-Risk Learners. Overview of a Program for English Language Learners. Students at Risk. Gifted and Talented. Inclusion. Intervention Programs. 13. Creating and Managing a Literacy Program. Constructing a Literacy Program. Managing a Literacy Program. Working with Other Professionals. Closing the Gap: 90/90/90 Schools. Literacy and Technology. Professional Development. Appendix A: Graded Listing of Children's Books. Appendix B: Informal Assessment of Key Skills and Strategies. Word Pattern Survey. Syllable Survey. Letters. Rhyming. References. Professional. Children's Books and Periodicals. Index KWL Plus: A Technique for Before, During, and After Reading.
165 citations
Book•
1 Jul 1999
TL;DR: The Nature of Literacy and Today's Children, a Reading and Writing Program for Today's Students, and Building Literacy: A Classroom Intervention Program, which concludes with "Help for Struggling Readers and Writers," "Essential Student Objectives," "Assessment," "Summary," "Classroom Applications" and "Field Applications."
Abstract: Chapters begin with "Anticipation Guide" and "Using What You Know" and conclude with "Help for Struggling Readers and Writers," "Essential Student Objectives," "Assessment," "Summary," "Classroom Applications" and "Field Applications" 1The Nature of Literacy and Today's Children The Nature of Reading The Reader's Role in the Reading Process Approaches to Reading Instruction: Whole versus Part Learning Importance of Literacy Models Approach Taken by This Text Stages of Reading Development A Reading and Writing Program for Today's Students 2Fostering Emergent/Early Literacy Understanding Emergent Literacy Fostering Emergent Literacy Core Activities for Building Emergent/Early Literacy Monitoring Emergent/Early Literacy 3Teaching Phonics, Sight Words, and Syllabic Analysis Rationale and Approaches for Phonics Instruction How Words Are Read How Sight Words Are Learned Stages in Reading Words Basic Principles of Phonics Instruction Phonics Elements Approaches to Teaching Phonics Scope and Sequence Phonics and Spelling Strategy Instruction Sight Words Syllabication 4Building Vocabulary The Need for Vocabulary Instruction Stages of Word Knowledge Seven Principles of Developing Vocabulary Techniques for Teaching Words A Planned Program Remembering Vocabulary Teaching Special Features of Words Learning How to Learn Words Supplying Corrective Feedback 5Comprehension: Theory and Strategies The Process of Comprehending Comprehension Strategies Social-Constructivist Nature of Comprehension Learning Environment Importance of Affective Factors 6Comprehension: Text Structures and Teaching Procedures Nature of the Text The Role of Questions in Comprehension Frameworks for Fostering Comprehension The Cloze Procedure Critical Reading 7Reading and Writing in the Content Areas and Study Skills Overall Goals of Literacy Instruction in the Content Areas Using Content Area Text Books Children's Books and Periodicals in the Content Areas Group Inventory Placement Instructional Techniques Teaching Content Area Knowledge Writing to Learn Sheltered English Reading to Remember Fostering Retention SQ3R: A Theory-Based Study Strategy Test-Taking Strategies Study Habits Expressive Study Skills Metacognitive Study Strategies 8Reading Literature Experiencing Literature Types of Literature Voluntary Reading 9Approaches to Teaching Reading Changing Approaches to Teaching Reading Basal Approach Literature-Based Approach Individualized Reading/Reading Workshop Language-Experience Approach Whole Language An Integrated Approach 10Writing and Reading The Roots of Writing The Process Approach to Writing Writing Workshop Interpersonal Writing Teaching Writer's Craft Keeping Track Technology and Writing Reading Helps Writing A Full Menu 11Diversity in the Classroom Teaching All Students Students at Risk Students with Disabilities Gifted and Talented Inclusion Intervention Programs Building Literacy: A Classroom Intervention Program 12Evaluation The Nature of Evaluation Placement Information Norm-Referenced versus Criterion-Referenced Tests Judging Assessment Measures Reporting Performance Functional Level Assessment Other Methods of Assessment Self-Evaluation Evaluating Writing Portfolios 13Constructing and Managing a Literacy Program Constructing a Literacy Program Managing a Literacy Program Literacy and Technology Literacy in Today's and Tomorrow's World Professional Development Appendix A: Graded Listing of 500 Children's Books Appendix B: Informal Assessment of Key Skills and Strategies References Professional Children's Books and Periodicals Index Word Pattern Survey Syllable Survey
123 citations
TL;DR: This paper explored the efficacy of utilizing systematic instruction in teaching study skill strategies to fifth-grade students who had adequate reading (decoding) skills but demonstrated deficiencies in study skills and found that students receiving systematic instruction performed significantly higher on the factual short answer test on both occasions, F(1,42) = 47.91, p <.001.
Abstract: THIS STUDY explored the efficacy of utilizing systematic instruction in teaching study skill strategies to fifth-grade students who had adequate reading (decoding) skills but demonstrated deficiencies in study skills. The method used was based on Robinson's (1941) SQ3R method, principles of task analysis, and direct instruction. Forty-five fifth-grade students with reading scores on a standardized achievement test of less than 1 year below grade level, and scores of less than 50% on two individual tests of study skills were randomly assigned to one of three samples: a treatment condition with systematic instruction in study skills, or one of two comparison conditions (independent seatwork on the same materials with feedback from teachers or no instruction). After 4 days of training, students were given a passage to study from a fifth-grade social studies text; they were then asked to retell important elements of the passage, and finally given a short answer test on important facts in the passage. Two weeks later, the testing process was repeated. Results indicated students receiving systematic instruction in study skills performed significantly higher on the factual short answer test on both occasions, F(1,42) = 47.91, p <.001. No significant differences were found on the retell measures. Several issues, including the use of free retell as measures of comprehension and the organization of textbooks, are discussed.
110 citations
TL;DR: In this paper, the authors suggest that higher education should not merely teach students knowledge in curricular subjects such as history, chemistry, and sociology, but also provide means for students to develop adaptable strategies with which to pursue knowledge and solve problems during and after post-secondary experiences.
Abstract: Introduction Study skills instruction in higher education has become increasingly popular in the past decade. Many universities and colleges have developed short courses to teach study skills, established learning resource centers, instituted counseling programs, and offered workshops focusing on study skills. An increasingly common venue embeds study skills instruction within a full-semester formal course, "University 101," that aims to ease high-school students' transition to university life. It is not coincidental that study skills are receiving increased attention in postsecondary education. Whereas universities and colleges once rigorously screened and selectively admitted candidates, they now face a need to balance the costs of sustaining quality teaching in the face of major budget cuts and potentially reduced enrollments (McKeachie, 1988). Students now pay a larger proportion of direct costs for their postsecondary education, and in turn they are justified in holding universities and colleges accountable for services they purchase. Furthermore, as institutions orient toward serving mature students who have been away from school for a number of years and students who are challenged in their pursuits of higher learning, there are increased needs to support students as they strive to cope with the academic demands of higher education. In this climate, we suggest that higher education should not merely teach students knowledge in curricular subjects such as history, chemistry, and sociology. Institutions also should provide means for students to develop adaptable strategies with which to pursue knowledge and solve problems during and after postsecondary experiences. Having such skills contributes abilities and the motivation necessary for lifelong learning. Early Investigations of Studying In the late 1970s and early 1980s researchers began to probe how postsecondary students studied and to explore factors that correlated with more effective approaches to studying. In innovative articles, Biggs (1978), Dahlgren and Marton (1978), Ramsden and Entwistle (1981) surveyed students and correlated their reports about how they studied with measures of achievement; personality factors, such as locus of control; and various situational variables, such as college major, attributes of how course grades were assigned, and workload. A theme these studies shared was that a particular form of cognitive engagement, called deep processing, correlated with more vigorous and apparently effective studying. Deep processing is a collection of separable studying tactics that articulate basic cognitive operations to build meaningful and coherent structures of knowledge. Specific tactics that lead to deep processing include retrieving related concepts and ideas relevant to material currently being studied, monitoring relationships between new information and prior knowledge, assembling propositions into elaborated structures, rehearsing and transforming information into meaningful schemata, and metacognitively monitoring and adapting learning tactics according to the requirements of a task (Winne, 1985). Paralleling such surveys of students' studying were a growing number of proposals that students be taught studying methods that could support deeper processing of course materials. Perhaps the most well known of these is Robinson's (1946) SQ3R - survey an assignment, generate questions, read, recite answers to questions, and review answers in relation to the text. Such apparently useful approaches to studying were widely proposed, but these suggestions were unfounded. Summarizing research prior to 1980, Johns and McNamara (1980, p. 1) concluded that "support for SQ3R is based more on opinion than on empirical fact." Our search of the literature since this review was published found just four empirical investigations (Chastain & Thurber, 1989; Graham, 1982; McCormick & Cooper, 1991; Schumaker, 1982). …
100 citations
TL;DR: Self-regulated reading training is put forth as a partial remedy, and implementation of the most popular of these methods—SQ3R—is explained.
Abstract: For courses in a marketing curriculum to be effective where traditional textbook-based teaching methods are used, students must have sufficient ability to comprehend assigned reading materials. In addition, marketing graduates will have to read proficiently to meet the expectations of employers and to satisfy their own need to be highly competent self-directed learners. Self-regulated reading training is put forth as a partial remedy, and implementation of the most popular of these methods—SQ3R—is explained.
60 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 8 |
| 2020 | 12 |
| 2019 | 17 |
| 2018 | 14 |
| 2017 | 12 |
| 2016 | 5 |