Does Feeling Come First? How Poetry Can Help Readers Broaden Their Understanding of Metacognition

Autor/in	Eva-Wood, Amy L.
Titel	Does Feeling Come First? How Poetry Can Help Readers Broaden Their Understanding of Metacognition
Quelle	In: Journal of Adolescent & Adult Literacy, 51 (2008) 7, S.564-576 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.51.7.4
Schlagwörter	Reading Strategies; Literary Criticism; Metacognition; Reading Processes; Poetry; Reader Response; Emotional Response; Grade 11; High School Students; Affective Behavior; Cognitive Processes; Language Arts; Teaching Methods; Group Discussion; Visualization; Reader Text Relationship + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Literaturkritik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseprozess; Lyrik; Poesie; Leserbrief; Emotionales Verhalten; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendiskussion; Visualisation; Visualisierung
Abstract	Assuming that readers' emotional responses can enhance readers' metacognitive experiences and inform literary analysis, this study of 11th-grade poetry readers features instruction that models both cognitive and affective reading processes. The author: (1) Presents a case for more explicit attention to emotion in language arts classrooms; (2) Provides a practical overview of the "think-and-feel-aloud" instruction used in a poetry classroom; and (3) Describes the reading strategies students drew on to help them understand poems. Analyses of classroom discussions indicated that students used four strategies, which appeared to be driven primarily by sensory and emotional responses rather than cognitive processes alone. These included: (1) Responding to key words and phrases; (2) Visualizing and using the senses; (3) Relating the text to personal experiences; and (4) Identifying with the poems' speakers. Based on the study's findings, the article provides justification for a more expansive definition of metacognition, which includes "thinking about feeling." (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10