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Does Feeling Come First? How Poetry Can Help Readers Broaden Their Understanding of Metacognition
Author(s) -
EvaWood Amy L.
Publication year - 2008
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1598/jaal.51.7.4
Subject(s) - metacognition , feeling , psychology , reading (process) , poetry , cognition , think aloud protocol , expansive , cognitive psychology , linguistics , social psychology , computer science , philosophy , compressive strength , materials science , usability , human–computer interaction , neuroscience , composite material
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• Presents a case for more explicit attention to emotion in language arts classrooms • Provides a practical overview of the “think‐and‐feel‐aloud” instruction used in a poetry classroom • Describes the reading strategies students drew on to help them understand poemsAnalyses 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• Responding to key words and phrases • Visualizing and using the senses • Relating the text to personal experiences • Identifying with the poems' speakersBased on the study's findings, the article provides justification for a more expansive definition of metacognition, which includes “thinking about feeling.”