| ve teachers use a variety of ways to help their | | | | Learned (after reading) in the third column. The |
| students improve reading comprehension. One | | | | Want column is the place where students develop |
| way that continues to attract attention is SQ3R | | | | questions they would like to have answered as |
| (Survey, Question, Read, Recite, Review). On the | | | | they learn from the reading. When students |
| plus side, this multi-step plan makes sense | | | | generate some of their own questions, they build |
| because it combines before, during, and after | | | | motivation to learn and that motivation |
| reading activities to help students become actively | | | | encourages understanding. |
| involved in reading to comprehend. Unfortunately, | | | | During Reading activities help young adolescents |
| this system can also overwhelm readers with its | | | | understand and manage the complexities of |
| complexity. Teachers need to continually provide | | | | reading. Teachers should use think alouds to |
| scaffolding as students go through SQ3R with | | | | demonstrate what details good readers think |
| modeling, guided instruction, and adaptations to | | | | about and what actions they take during reading. |
| encourage all young adolescents to learn from | | | | Students can practice think alouds for each other |
| reading. When middle school teachers weave the | | | | in paired conversations or to themselves through |
| following adaptations into classroom use of SQ3R, | | | | journaling. |
| they support students to become better readers. | | | | Recite and Review are the After Reading parts |
| Survey and Question are the Before Reading | | | | of SQ3R. They help students summarize and |
| components of SQ3R. They are used to activate | | | | organize ideas so they can be remembered and |
| background knowledge, provide purposes for | | | | applied. Teachers should model the process of |
| reading, and motivate students to want to read | | | | retelling and encourage students to retell the |
| the assignments. There are also other ways | | | | passage in their own words to develop |
| students can prepare to read actively within the | | | | comprehension. But don't limit the retelling to |
| SQ3R structure, with strategies clarifying what it | | | | writing. Allow students to draw pictures to identify |
| means to Survey and Question. One strategy is | | | | main ideas, portray key concepts in graphic |
| the use of an Anticipation Guide which is a set of | | | | organizers, or capture the real meaning of the |
| generalizations related to the theme or main idea | | | | reading in as few words as possible. Finally, teach |
| of the selection. Students agree or disagree with | | | | young adolescents the value of rereading. Give |
| the statements which focus on significant ideas | | | | students a demonstration of how understanding |
| they will encounter in reading. For example, | | | | can increase with a second or third reading. |
| "People who do cruel things can be good people" | | | | Reading to learn from text is a vital skill for middle |
| could be used with other statements to introduce | | | | school students. In the ideal middle school, early |
| concepts before reading The Diary of Anne Frank. | | | | adolescents get direct reading instruction from |
| A KWL (Know-Want-Learn) Chart is another | | | | both specialized reading teachers and the content |
| Before Reading activity that can be used under | | | | teachers in all subject areas. Teachers must work |
| the umbrella of SQ3R. Students write what they | | | | together and use multiple strategies to help middle |
| Know in the first in column, what they Want to | | | | grade students improve comprehension as they |
| learn in the second column, and what they | | | | read a variety of materials. |