Study Skills

1. Time Management

A. Weekly Schedule: Encourage weekly schedules for students.

  1. Record fixed commitments
  2. Record essential activities--eating, sleeping, etc.
  3. Block recreation times
  4. Schedule review time before or after each class
  5. Schedule preparation time for homework/tests
B. Important: Scheduling review time is critical in lecture classes. Find time to review/outline notes immediately after class.

2. Textbook Reading

A. PreRead, Read, ReRead
  1. Preread. Look quickly at the title of the chapter, main division headings, italicized words and illustrations. Ask yourself questions that you expect to answer as you read. Always read the summary of the chapter, if there is one, before the rest of it since it will recount the most important ideas in the chapter.

  2. Read. Read and take notes on the material. Starting at the beginning, underline or highlight important points. If there is room, write key words in the left-hand margin to aid in reviewing the material. Look for transitional words and phrases that indicate when the subject is changing. As you complete a short block of material, write a brief summary in your own words or write an outline of what you have just read. These summaries will force you to read with understanding.

  3. Reread. Review the material and recite points out loud from memory, covering the words of the text and using only the key words you have written in the margin as a hint.
B. SQ3R: Survey, Question, Read, Recite, Review

1) S - Survey the material for cues to content and organization by:
  1. Reading the title
  2. Reading all major and sub-headings for each section
  3. Reading topic sentences of each paragraph (try the first and last sentences)
  4. Reading statements in italics or boldface type
  5. Looking at pictures, charts, diagrams, maps, etc.
  6. Reading any introductory and summary paragraphs
Why?
  1. Provides a net for the information
  2. Provides a road map to follow in reading
  3. Gives a frame of reference and an overall picture
2) Q - Question the material surveyed to guide the reader’s thinking by:
  1. Making questions based on the headings of each section
  2. Asking questions based on the topic sentences
  3. Making questions based on pictures, charts, diagrams, maps, etc.
  4. Asking questions based on the intro./summary paragraphs
  5. Using any study guides/questions provided by the author or instructor
Why?
  1. Gives a purpose for reading
  2. Keeps the mind alert so it won’t wander
  3. Helps the reader to pick out main points and supporting points for better comprehension
3) R - Read the material to answer your questions by:
  1. Attempting to find specific and general answers as necessary
  2. Discovering important terms
  3. Analyzing/studying graphs, tables, maps, charts, diagrams, pictures, etc.
Why?
  1. Allows you to understand what is read
  2. Helps you to remember what is read
4) R - Recite the material to check comprehension and to utilize the material by:
  1. Looking at each question (if written) to answer them out loud
  2. Discussing ideas orally in class
  3. Organizing major points and key phrases in outline form
  4. Writing brief summary statements to questions generated in step 2
  5. Using study techniques which have proven effective for you, such as underlining key sentences and phrases, taking brief notes, and restating ideas in different words.
Why?
  1. Allows you to use three different modalities/senses/methods to put information into your head: vision (reading), tactile (writing answers and/or questions), and auditory (using your own voice to recite)
5) R - Review the material for immediate and delayed recall by:
  1. Re-reading notes to recall major points
  2. Using quizzes to check memory for details
  3. Reciting summaries
  4. Testing your answers to questions in step 2
  5. Answering study questions or answers at the back of a chapter
  6. Using skimming and scanning techniques to refresh memory and distribute learning
  7. Thinking about the material and putting it into your own words
  8. Participating in class discussions
  9. Manipulating it in any way that’s best for you (saying it out loud, saying it and then looking at it, etc.)
  10. Scheduling immediate review upon completion of reading, weekly reviews, and reviews prior to examinations
Why?
  1. Allows distributed learning which is best for retention of material
  2. Avoids cramming which is short term and usually not effective for learning
  3. Processes the material, helping you to move it from short- to long-term memory.
Other related methods:
OK4R EVOKER
Overview Explore
Key Words Vocabulary
Read Oral Reading
Recite Key Ideas
Review Evaluate
Reflect Recapitulate
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