A Better Way to Read: Techniques for Easier, More Efficient Reading

There are different strategies you can use when reading. Depending on the context, find and use the
one that best suits the specific task in hand. This section briefly explains the techniques involved. It is
based on the SQ3R system. Basically these are the steps involved:

1. Skim read to get an overview of the information and to alert your brain.
2. Have questions prepared, so that you know what information you seek.
3. Re-read with increased focus and attention, and make notes.
4. Recall what you have learned, using summarising techniques.
5. Review the learned information as soon as you can, but within 24 hours for increased  efficiency


Skimming (sometimes called “speed reading”)
This is where you “surface” read very quickly to get the “gist” of a topic or an overview of the
chapter/story/instructions/experiment/other. It is usually a preliminary read, and if you find the
information you require, you follow up with close reading for detailed information, where you will most
likely make notes.

Scanning
Where you are looking for specific answers to information, use the technique of scanning. Because
you know exactly what questions you want answered, you speed-read and your eyes scan over the
words/pages very quickly until they find what they are looking for. Then, rather like in a radar signal,
the brain is alerted and focuses in on the details you require.


Close Reading
This is when you have pinpointed what you need. Now you read with increased focus and attention,
and it is at this stage that you will most likely make notes. If you are given questions at the end of
the passage to guide you through the passage, then use these to find out the answers, otherwise
have 2-3 questions prepared for which you need to find answers. Your purpose for reading may be to
introduce you to, or increase your knowledge on a given subject or topic.


The SQ3R method in more detail:

1. Preview/ Survey/ Overview 
• This is rather like a trailer for a film or video, but you are the one “scouting” for
information. It gives you an overall sense of what lies ahead, whether you are looking at
a book or a section of a book. Skim or speed-read to get a preview of what you will be
studying, and how it is organised.
• Pay particular attention to the introductions or conclusions, and look at any headings,
diagrams or pictures that accompany the text. Examine the text layout, and note where
points are emphasised or “signposted” for you, for example with phrases like, “to
summarise” or “of central /prime importance”. It will give you a general idea “the gist” of
the main concerns of the chapter or book and prepare your brain for the task ahead.

2. Question
• Always have questions ready before you start. This preparedness is the key to
active learning. Use the questions given at the end of a chapter or section. Or you
can make them up yourself if you need to, and they can be as simple as:
What do I know about the subject already? What is the chapter or section about?
What are the main points or ideas? (usually 3 -5)
What evidence is there to support (or oppose) these views?
Are these facts or opinions? Are they justified? Up to date?




3. Read ‘n’ Write
• Re-read the chapter. Try to pinpoint a “topic sentence” which summarises the most
important point in a paragraph or chapter. Even better, make one up yourself. This is
the sentence that tells you what the main point of the section is.
• Slow down if you come to a difficult passage. Skip backwards and forwards to see if
the point becomes clearer, or to check if it is explained in more detail later on.
• Re-read the material until you are sure you understand it.
• Write down any information that seems to provide answers to your study questions
in your own words; that is, summarise it.
• Note any difficult words or technical terms: look them up later if you can follow
what is being said, or if you can’t, look them up now.

4. Recall
• Check your understanding of what you have read throughout. Can you recall what
you have learned?
• Go through the main ideas you have read so far. Do they make sense to you?
• Check your notes or summary sheets and make sure you have included all relevant
information. If not, do so at this stage.
• Summarise again, in your own words, the main points of all you have learned in this
session. These will double your retention and learning recall power.



5. Review
• Go over your notes within 24 hours, and perhaps a week later, and again regularly
during the course of the term/year. This might seem excessive, but if you do not review
newly learned material within a certain time you can forget up to 80% of what you
learned in the first place.
• Remind yourself of the questions you wanted answered. This will gear you up for
finding answers.
• Do your notes give you the answers?
• Check them to see if you have answered everything, and if your notes are accurate.
Rechecking information will fill in any gaps or blanks in your notes or in your memory.
• Make up a topic sentence (or sentences) to summarise your summary. This is a sort
of “super shorthand”, (or super text message). You reduce all you’ve learned to the
smallest possible sentences without distorting the meaning. These “text” sentences
become a “prompt” or external memory of your learning. They are useful both for
assignments and for examination preparation: (brain fodder).


6. Highlighting or Underlining: A Colourful Habit
• It can be very useful to highlight or underline important points in your textbooks, but it
is not an alternative to note taking. Also, if you re-read the text, other “new” points
stand out, so you underline them, and end up with a section totally underlined, but still
no notes! So, if you underline, use it only as a reminder of where you want to make
notes. However, remember not to underline or highlight library books or any borrowed
material.