Table of contents
Chapter 1.A developmental approach to poetry
1
1.1Introduction
1
1.2Reading and writing poetry in the 21st century
3
1.3Exemplifying development in poetry
5
1.4The aims and scope of this book
10
Chapter 2.Cognitive development and expertise
13
2.1Processes directing early conceptual development
13
2.2Understanding the development of expertise
17
2.2.1Theories about expertise
18
2.2.2Stage theory
21
2.2.3Sequence of understandings
24
2.2.4Spontaneous versus non-spontaneous (scientific) concepts
25
2.2.5Representational redescription theory
26
2.3Emotional and attitudinal influences on cognition
27
2.3.1Emotional factors
28
2.3.2Attitudinal factors
29
2.4Cognition and brain development
30
2.5A model of the interactive processes
32
Chapter 3.The reading of poetry
35
3.1Theoretical positions
35
3.2Empirical research
39
3.2.1Phonological features
40
3.2.2Graphic forms
43
3.2.3Emotional responses
44
3.3Reading and development patterns
45
Chapter 4.Cognitive development and expertise in reading poetry
49
4.1From novice to expert readers
49
4.2Development through the school years
57
4.2.1Early development of inferential meaning
57
4.2.2Early development of metaphoric meaning
60
4.2.3Development of poetic reading through the school years
61
4.3The development of poetry reading
67
Chapter 5.The writing of poetry
74
5.1Early qualitative models of writing
74
5.1.1Component processes
77
5.1.2Concerns about early research
80
5.2Theories from the domain of general creativity
82
5.3Writing poetry and development patterns
85
Chapter 6.Cognitive development and expertise in writing poetry
87
6.1From novice to expert writers
87
6.1.1New data on timing effects in the writing process
95
6.1.2A later model
96
6.2Development through the preschool and school years
98
6.2.1Early development of wordplay
98
6.2.2Development of metaphoric language
99
6.2.3Empirical studies on children’s writing
100
6.3New data on poetry writing during the school years
103
6.4The development of poetry writing
107
Chapter 7.Teaching poetry writing and reading
113
7.1Pedagogical theories of poetry writing
113
7.1.1Approaches to the teaching of writing
118
7.1.2Developmental processes in the teaching of writing
120
7.2Pedagogical theories of poetry reading
122
7.2.1Approaches to the teaching of reading
124
7.2.2Developmental processes in the teaching of reading
126
Chapter 8.Research on the teaching of poetry
129
8.1Pedagogical studies
129
8.2Particular issues
136
8.2.1Non-literal thinking
136
8.2.2Relationships between reading and writing
138
8.2.3Interdisciplinary interactions
139
8.2.4Expert mentoring and instruction
140
8.2.5Metacognition
143
8.3Principles of poetry pedagogy
145
Chapter 9.Developmentally informed poetry education
148
9.1Summary of the developmental sequence in poetic literacy
148
9.2A holistic model of development
150
9.2.1Neurocognitive maturation
150
9.2.2Social contexts: Cultural and educational considerations
152
9.2.3Attitudinal factors
153
9.3Recommendations for a developmentally informed poetry pedagogy
155
9.3.1Kindergarten to 4th grade: Auditory-playful engagers
155
9.3.2From 5th to 10th grade: Plain sense readers and basic-form writers
157
9.3.3From 11th grade to adult novices: Generic literary readers and writers
158
9.3.4Experts: Poets and critics
160
9.4Final thoughts
163
References
165
Subject index
185
Name index
191
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