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ERIC Number: EJ817072
Record Type: Journal
Publication Date: 2008-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1081-3004
Does Feeling Come First? How Poetry Can Help Readers Broaden Their Understanding of Metacognition
Eva-Wood, Amy L.
Journal of Adolescent & Adult Literacy, v51 n7 p564-576 Apr 2008
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.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A