The SQ4R Method

for Active Reading

Cathrine-Mette (Trine) Mork
cmork@sky.miyazaki-mic.ac.jp
Francis Pleasant
Robinson
(1906-1983)
Ohio State University

Psychology Professor
 1) Watch a video about the SQ4R
method.
2) Try the SQ4R Method by reading
about it (see handout).
OUTLINE 3) Learn some benefits and
drawbacks of the SQR4 method.
4) Discuss the method in small
groups (see handout).
https://youtu.be/Vq19QIlx0iE
“Morksensei” channel:
youtube.com/user/morksensei
 Use the SQ4R method to read your
handout. Use the template provided.

Let’s Try!  Treat the whole passage as one

section; don’t cut your reading into
Use SQ4R to
smaller sections.
learn SQ4R
 When doing the RECITE part,
work with a partner to teach each
other the content.
 1) Have you used / taught the SQ4R
method before today?
2) What are some of the pros and cons
of this method?

Discuss 3) How would you teach this method

to your students?
4) Do you know of / have you ever
used/taught any other active
reading techniques?
BENEFITS
of SQ4R
• Is a form of active learning
• Suits individual’s study preferences
• Helps with long term recall
• Prompts creation of study material to
prepare for exams
• Helps identify errors
• Helps eliminate areas of confusion
DRAWBACKS
of SQ4R
• Takes some time to learn
• Perceived as taking time to do
• Requires mental effort
• Users may not understand benefits and
not do due to time and effort
• Can be done badly: not engaging,
marking/highlighting too much…
 References
• Ahmadi, M. R. & Gilakjani, A. P. (2012). Reciprocal teaching strategies and their impacts on English reading
comprehension. Theory and Practice in Language Studies, 2(19): 2053-2060.
• Başar, M.& Gürbüz, M. (2017). Effect of the SQ4R technique on the reading comprehension of elementary
school 4th grade elementary school students. International Journal of Instruction, 19(2).
• Doolittle, P.E., Hicks, D., Triplett, C. F. et al. (2006). Reciprocal teaching for reading comprehension in
higher education: A strategy for fostering the deeper understanding of texts. International Journal of
Teaching and Learning in Higher Education. 17(2): 106-118.
• Huber, J. (2004). A closer look at SQ3R. Reading Improvement, 41(2), 108–112.
• Khusniyah, N. L. (2018). The impact of PQ4R strategy use on EFL students’ reading comprehension. Journal
of English Language Education, 1(2): 24-35.
• Robinson, F. (1970). Effective Study. 4th ed. New York: Harper & Row.
• Sachs, D. (2013). The SQ3R method of studying – The father of all reading methods is alive and kicking.
https://remembereverything.org/the-sq3r-method-of-studying/
• Sticht, T. (2002). The reading formula that helped win World War II. Reading Today, 20(2), 18.
• Wardayani, E. (2016). Effectiveness of using SQ4R learning method on improving student learning
outcomes on studies of basic maternity needs in Sentral Academy of Midwifery Padangsidimpuan in 2016.
International Journal of Progressive Sciences and Technologies, 8(2): 319-322.
• Yakupolglu, F. (2012). The Effects of cognitive and metacognitive strategy training on the reading
performance of Turkish Students. Practice and Theory in Systems of Education, 7(3): 353-358.
Thanks!