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Comprehension is the primary objective reading, which promotes cognizance in all disciplines and so improves the teaching-learning process. The objective of this research was to see how SQ3R affected the reading comprehension of Grade 11 students at the Palompon Institute of Technology. The pretest-posttest control group design was employed in this research. Sixty Students randomly assigned to either of the groups. To gather the data, a reading comprehension test was used. It was treated using the mean and t-tests for dependent and independent samples. The following findings were revealed: 1) The initial reading comprehension of the SQ3R was "fair to good" while the conventional reading strategy was also "fair to good." 2) The students' initial reading comprehension was of the same level; 3)The final reading comprehension of the SQ3R was better than the conventional reading strategy; 4) A significant difference was found between the initial and final reading comprehension of the students exposed to the SQ3R as well as those to the conventional reading strategy; and 5) There was a significant difference between the reading comprehension of the students exposed to the SQ3R and to the conventional reading strategy. This means that the SQ3R is a more effective strategy than conventional reading in the development of the students' reading comprehension. On the above findings, it was concluded that students need a different reading strategy to improve their reading comprehension, but they perform better if they use the SQ3R instead of conventional reading strategy. [ABSTRACT FROM AUTHOR]

In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and Common Core State Standards. The authors present their reading, writing, and information literacy contributions, explaining the importance of introducing these concepts and strategies into science courses. [ABSTRACT FROM AUTHOR]

Novice learners demonstrate marked difficulty in using reading-study systems to read academic textbooks. One notable problem is that the process and constructed knowledge is complex. Novice learners are required to exert considerable effort in applying the process and in remembering the knowledge, resulting in lower motivation and fewer cognitive resources for reading. This study develops an e-book reading system with an integrated reading guidance module and an annotation map, and conducts an experiment for examining the effect of this system on reading, reviewing, navigational performance, and reader behavior. The results show that the annotation map significantly improves reviewing and navigational performance, but not reading performance. Log analysis identifies two problems related to reading guidance: time allocation and learner control. We discuss these results and propose recommendations for future works. [ABSTRACT FROM AUTHOR]

Minimal research to date has evaluated the impact of Survey–Question–Read–Recite–Review (SQ3R) implementation (i.e., surveying prior to reading, generating questions, reading to answer said questions, reciting, and reviewing information) on content retention and student performance. Existing research is anecdotal or lacks ecological validity. The current research shows the impact of SQ3R implementation, as demonstrated by note packet completion, on student comprehension and retention. Results from the current study indicate that when students use SQ3R strategies, they retain more information, as demonstrated by higher achievement on course exams. Because students are not apt to utilize their textbooks in an effective manner independently, the author provides suggestions regarding the incorporation of these findings into course design. [ABSTRACT FROM PUBLISHER]