Since the 1940s, teachers in upper grade classrooms have been asking students to "survey, question, read, recite, and review" chapters in their content area textbooks. Known as SQ3R, many teachers have long believed that this study strategy helps students make sense of unfamiliar informational text, or that it at least provides a structured approach to studying. But as research redefines our knowledge of reading, we are forced to revisit some old classroom favorites. In the few short years where students must exponentially multiply their expository text comprehension and study skills, could we actually be wasting their time with irrelevant and ineffective methods? Is there any real evidence that SQ3R actually aids the comprehension and retention of expository text, or do we continue to use SQ3R only because it seemed to work when we were in school?