STUDYING FOR RETENTION USING SQ3R

An effective application to enhance studying skills integrated within college course work
By
Earl Sedlik, MBA
September 2016
BACKGROUND:
I learned SQ3R during the summer before I began college in 1960. It’s been a part of me ever since.
This studying process worked wonders in my undergraduate engineering school studies – lots of
science and math. It was indispensable when I studied three cases a day in a case-only MBA
teaching model at the Harvard Graduate School of Business.

I’ve been an adjunct Business School teacher for over 40 years. In nearly every course, I take time to
present and share the “SQ3R Studying for Retention” model. Many years ago, I committed to some
research and developed a PowerPoint presentation to highlight the concept in my own words.

TEXTBOOKS ARE DESIGNED WITH “SQ3R” IN MIND:

Over these decades, it’s become very clear that all textbooks are designed with SQ3R in mind:
 Learning Objectives Defined – Clearly identified and defined at the beginning of each chapter.
 Separate Sections - Dramatically delineated separate sections throughout the chapter.
 Exhibits – Large, and easy to comprehend, Exhibits highlight key learning objectives.
 Practicum Examples - Small snippet exhibits show how the learning objectives are applied.
 Learning Objectives Reviewed - A chapter summary highlights each Learning Objective
 Glossary of New Terms - A glossary reinforces the Learning Objectives
 Summary Questions & Problem Sets – End of chapter exercises apply each Learning
Objective.
 Space for Writing notes – Each page is “landscaped” with wide margins that provide the
space to encourage students to “recite” written notes on the page.

Here’s my personal overview of this important concept:

SQ3R DESCRIPTION
Earl Sedlik
Successful students practice the SQ3R (Survey, Question, Read, Recite, Review) Studying Method
to Retain what they’ve learned:

SURVEY
 Prepare to read by scanning the assignment (Survey)
 Explore every exhibit in the chapter before you read the chapter (Survey)
 Read one random sentence on each page as you skim through the chapter
 Review the Learning Objectives (conveniently summarized at the beginning and end of
each chapter in this textbook) before you “read” the chapter.

QUESTION
 Explore every assigned Case in the chapter and Question in the back of the chapter
before you read the chapter (Question)

READ & RECITE IN SMALL SECTIONS

 Read the assignment – a section at a time – and read as fast as you can (Read)
 Write, in the page margins of the book, your personal summary of your new knowledge
for each section (Recite)

REVIEW
 Review the Learning Objectives at the end of each chapter – verify that you understand
each term & objective (Review)
  Do the assigned problems & case studies

RETAIN – by sharing your thoughts

 Participate in Canvas discussion forums (Retain).

To be successful in studying for retention of new knowledge in a new academic course,

students set aside at least 4 to 6 hours of study time every week.

The best students methodically carve out about one hour a day to routinize their learning
obligation.
WHEN READING THE ASSIGNMENT:
 Scan the assignment before reading – the preview, the captions, the summary, &
the glossary.
 Read the Learning Objectives at the end of the chapter before you read the
chapter!
 Review all the homework assignments before reading.
 Read & Recite in rhythm: Read a section at a time & Recite (write) and recall
what you learned.
 Use your homework process to Retain what you’ve learned.

You learn by RETENTION built from RECITING (WRITING) & RECALL

THE E-LEARNING CHALLENGE

E-learning realities challenge the structure that underlies the success of SQ3R. Proponents of SQ3R
have emphasized the important of “RECITING” new knowledge by “writing personalized summary
statements in the wide margins on the textbook page. In so far as e-learning still uses printed
textbooks, this dynamic reciting process still applies. However, as e-Texts emerge, those of us who
popularize the SQ3R approach will have to develop, define, and propagate new ways of “Reciting”.
For now, I propose that e-Text users sustain a notebook diary of their recitations. I’m exploring new
research to help define a replacement for “writing as recitation” in this important feedback step
leading to effective “Retention”.

POWERPOINT PRESENTATION – STUDYING FOR RETENTION:

For the past 25 years, highlighting the textbook layout, I have made this presentation an essential
part of each course introduction and placed it in the syllabus. With the popularization of online
learning and Learning System Models (Canvas), I’ve been able to share this as a feature for a “bonus
points” opportunity.

MY POWERPOINT Presentation entitled “STUDYING FOR RETENTION” can be found in an

attachment.
HERE’S THE ONLINE CANVAS-BASED ASSIGNMENT FOR 3 BONUS POINTS IN THE
INTRODUCTORY ACCOUNTING PRINCIPLES COURSE (ACCT201), where students are studying
accounting for the first time:

ON SQ3R ­ earn 3 Bonus Points 

The SQ3R approach is so effective that students rave about how it increased their retention 
and enhanced their performance.

It means committing to a new way of STUDYING ­ no highlighters, survey & question 
before reading, reading short sections at a time, reciting each section with marginal notes, 
and reviewing to see if your questions have been answered.  Of course, the best way to 
RETAIN new knowledge is to teach someone else!

Please respond to this assignment with a collection of your thoughts about SQ3R.  Use 
between 150 to 300 words to address these concerns:

 To me, the most important element of SQ3R is _______ because:

 For me, the best way to implement the SQ3R habit is:

 Here are the steps I intend to take this term to apply SQ3R in my studies:

HERE ARE SOME TYPICAL RESPONSES:

1.

To me the most important element of SQ3R is the survey before beginning to read. I view it as setting up little boxes 
in my mind into which I will put the information. I think visually and spatially, so mentally creating space before 
taking in new information makes a big difference.

For me, the best way to implement the SQ3R habit is to be patient with myself. I am a very fast reader, which 
sometimes trips me up in textbooks and non­fiction. SQ3R is structured in a way that allows me to go more slowly 
than I would naturally go. The pausing in­between sections is very helpful for my retention.

The way I intend to apply SQ3R to my studies this term is to spend an hour or so a day using it to work through the 
chapter for that week. Daily progress and repetition are the very best ways to learn. I also suspect my friends and 
loved ones will suffer the effects of me retaining knowledge by teaching; they have already heard about several of the 
concepts in chapter one, with varying levels of interest.

All in all, I’m very happy to have learned about SQ3R. I wish someone had articulated to me years ago that I am not 
obligated to read a textbook chapter in order, start to finish.

2.
 I have always followed the Survey ­ Question ­ Read ­ Review sequence when approaching a textbook as I believe 
that is an efficient way of finding out where I should focus my efforts.  Having read the SQ3R document, I am 
intrigued by the proposal for Recite.

To me, the most important element of SQ3R is Recite because it will improve both my comprehension and retention.  
I am notorious for highlighting texts I deem important, but oftentimes I have found that unhelpful in furthering my 
understanding of the topic.  The act of highlighting ­ instead of jotting down keywords and putting the concepts in my 
own words ­ slows down my reading and potentially hinders my ability to make connections that are important to 
truly understanding a topic.

Old habits die hard so for me, the best way to implement the SQ3R habit is through frequent practice of the 
technique.  Here are the steps I intend to take this term to apply SQ3R in my studies:

 Apply SQ3R to every chapter 

 Check if my comprehension improves:  Am I asking the right questions?  Am I applying the Recite technique
properly? 

 Make adjustments to my interpretation of the SQ3R techniques and apply them to my study. 

3.
 
 To me, the most important element of SQ3R is _retaining_ because: over the years I’ve learned to just regurgitate 
and forget knowledge once the quiz is over. I hope by retaining I can be more knowledgeable and helpful at my 
current (and future) employer. 
 For me, the best way to implement the SQ3R habit is: remembering to repeat the action of surveying and creating 
questions. Working long hours can prevent me from doing this properly, causing me to rush through and not retain but
just search for answers. I’m going to make an effort to better plan ahead for schoolwork this quarter but past 
experience has caused me to know how to just look for key words to help me locate information later, but I want to 
remember why these keywords are important to know. 
 Here are the steps I intend to take this term to apply SQ3R in my studies: make surveying and questioning a habit, 
every time I go to study a new section. I hope by reviewing (especially difficult concepts) to help me retain and 
strengthen my memory of the subject that caused me to write the question. 
   

HERE’S AN EXTRAORDINARY RESPONSE BY AN ONLINE ACCT201 STUDENT – STUDYING

ACCOUNTING FOR THE FIRST TIME

ACCT201 – Personal Reflections on SQ3R 
UNREVEALED
Due: July 8th by 11pm 

To me, the most important element of SQ3R is persistence in applying this study technique. Research 
shows that it takes thirty days to develop a new habit. As a student, effective study habits are essential to 
great success in learning and retaining important information. According to SQ3R Power Point 
presentation in this course, following the order of steps listed create a natural unfolding in the learning 
process: Survey, Question, Read, Recite, and Review plus Retain, Integrate, Apply, Learn and Share. 
 A human at any age has about 100 billion neurons in the brain. Also, there are 300 trillion neural 
connections in the adult brain and one quadrillion neural connections in a young child’s brain with
a rate of growth of 700­1,000 new synapses per second. These developing connections are later 
either strengthened through reinforcement or weakened and eventually disconnected if not 
reinforced. If a student focuses on how stressed she gets during final exams and believes she 
cannot do well, her brain’s neural pathways or networks will physiologically hardwire her beliefs. 
Conversely, the opposite is also true. Developing a new way of studying also follows the same 
principle, repetition of new habits will reinforce the brain to adapt to this way of learning and 
eventually will feel natural to the student. 

For me, the best way to implement the SQ3R habit is to ‘begin with the end in my mind’. By forming 
appropriate questions while surveying the material, my attention is tuned into answering these questions 
during the 3R’s of Read, Recite, and Review. By the end of the process, I know my questions should be 
sufficiently answered. 

Here are the steps I intend to take this term to apply SQ3R in my studies: 
I will follow the instructions as per Sedlik’s PowerPoint presentation. 
I will continue to research more about this study technique as well as related learning tools online. 
(www.mindmaps.com) 
I will share my experiences and teach others how to implement the SQ3R study technique. 
Brain Power: From Neurons to Networks 
https://www.youtube.com/watch?v=zLp­edwiGUU 

HERE’S AN ENLIGHTENED EXCHANGE WITH AN ONLINE STUDENT:

From: "earlsedlik@comcast.net" <earlsedlik@comcast.net>

Subject: Re: SQ3R
Date: July 29, 2016 at 10:27:55 PM PDT
To: UNREVEALED ,"EARL SEDLIK" <earl@sdlik.com>

Your words are music to my ears!

HIGHLIGHTERS muddle our memory and distract our brain.

Now, with all our electronic media, it's more important than ever to RECITE by writing
notes in your own words!

Thank you, Joan...

STUDYING FOR RETENTION will change the arch of your education and future life.

With respect,

Earl
Sent from my Sprint Phone.

----- Reply message -----

From: "Joan Gordon" <at.last3792@gmail.com>
To: <earl@sedlik.com>
Subject: SQ3R
Date: Fri, Jul 29, 2016 7:00 PM

I must say that I have a tax book I had to buy used off of Amazon.
The previous owner didn't know about SQ3R! There is highlighting
all through it and it is most distracting! Especially since they
highlighted some strange parts!
Too bad they are not in the know!
Joan Gordon
HERE’S THE REFERENCE IN A TYPICAL SYLLABUS:

STUDENT SUCCESS
PRACTICE IS IMPORTANT
The best way to learn accounting concepts is to practice. Therefore, your success depends on
doing the assigned readings and problems. You are expected to do the readings and
practice the problems. These assignments will be the basis for class discussion, problem
solving sessions, and exams. We monitor and reward class participation in terms of quality,
not quantity. You may also be required to complete some assignments and projects as
part of a team.

SQ3R: Students must review the PowerPoint Presentation (Studying for Retention) in
Canvas.
SUCCESSFUL STUDENTS PRACTICE THE SQ3R (SURVEY, QUESTION, READ, RECITE,
REVIEW) STUDYING METHOD:
1. PREPARE TO READ BY SCANNING THE ASSIGNMENT (SURVEY)
2. EXPLORE EVERY EXHIBIT IN THE CHAPTER BEFORE YOU READ THE CHAPTER
and READ ONE RANDOM SENTENCE ON EACH PAGE AS YOU SKIM THROUGH THE
CHAPTER (SURVEY)
3. EXPLORE EVERY ASSIGNED HOMEWORK PROBLEM IN THE CHAPTER BEFORE
YOU READ THE CHAPTER (QUESTION)
4. READ THE ASSIGNMENT – A SECTION AT A TIME – READ AS FAST AS YOU CAN
(READ)
5. WRITE YOUR PERSONAL SUMMARY IN THE BOOK FOR EACH SECTION (RECITE)
6. REVIEW THE GLOSSARY – VERIFY THAT YOU UNDERSTAND EACH TERM
(REVIEW)
7. DO THE ASSIGNED PROBLEMS
8. PARTICIPATE IN CANVAS DISCUSSION FORUMS (RETAIN)
9. SUBMIT THE HOMEWORK FOR GRADING AND FEEDBACK
10.COMPLETE THE CHAPTER QUIZ EACH WEEK

To be successful in this course students set aside at least 4 to 6 hours of study time
every week.

The best students methodically carve out about one hour a day to routinize their
learning obligation.
WHEN READING THE ASSIGNMENT:
 Scan the assignment before reading – the preview, the captions, the
summary, & the glossary.
 Review all the homework assignments before reading.
 Read a section at a time & Recite (write) and recall what you learned.
 Use your homework process to Retain what you’ve learned.

You learn by RETENTION built from RECITING (WRITING) & RECALL