A Life with Poetry

The development of poetic literacy

image of A Life with Poetry

This volume examines the development of poetic literacy including the specific processes used by expert poetry readers and professional poets. In doing so it provides a much needed synthesis of research findings across diverse domains such as human development, the scientific study of literature, cognitive psychology, neuroscience, psycholinguistics and education. An important feature of the book is its exploration of the new and relatively unexplored area of research on the development of poetic writing. Both theoretical and practical, the volume will be of interest to researchers as well as educators. The detailed explication of expert knowledge and the trajectory through which relative novices become relative experts should allow educators to make evidence-based decisions. Valuable guidelines for developmentally-appropriate practice in pedagogical settings are provided to better optimize learning and inspire students from preschool to graduate school and beyond.


  1. Afflerbach, P. P.
    (1990) The influence of prior knowledge on expert readers’ main idea of construction strategies. Reading Research Quarterly, 25 , 31–46. 10.2307/747986
    https://doi.org/10.2307/747986 [Google Scholar]
  2. Alexander, P. A.
    (2003) The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32 (8), 10–14. 10.3102/0013189X032008010
    https://doi.org/10.3102/0013189X032008010 [Google Scholar]
  3. Allen, J. W. P. , & Bickhard, M. H.
    (2013) Stepping off the pendulum: Why only an action-based approach can transcend the nativist-empiricist debate. Cognitive Development, 28 (2), 96–133. 10.1016/j.cogdev.2013.01.002
    https://doi.org/10.1016/j.cogdev.2013.01.002 [Google Scholar]
  4. Anderson, J. R.
    (2013) The architecture of cognition. Psychology Press. 10.4324/9781315799438
    https://doi.org/10.4324/9781315799438 [Google Scholar]
  5. Anderson, R. C. , & Pearson, P. D.
    (1984) A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255–291). Longman.
    [Google Scholar]
  6. Andrews-Hanna, J. R. , Smallwood, J. , & Spreng, R. N.
    (2014) The default network and self-generated thought: Component processes, dynamic control, and clinical relevance. Annals of the New York Academy of Sciences, 1316 (1), 29–52. 10.1111/nyas.12360
    https://doi.org/10.1111/nyas.12360 [Google Scholar]
  7. Andringa, E.
    (1990) Verbal data on literary understanding: A proposal for literary analysis on two levels. Poetics, 19 , 231–257. 10.1016/0304‑422X(90)90022‑W
    https://doi.org/10.1016/0304-422X(90)90022-W [Google Scholar]
  8. Applebee, A. N.
    (1978) The child’s concept of story: Ages two to seventeen. The Chicago University Press.
    [Google Scholar]
  9. Aravani, E.
    (2012) The role of teaching poetry in developing literacy in Greek primary school: A case study. Australasian Journal of Early Childhood, 37 (4), 51–58. 10.1177/183693911203700408
    https://doi.org/10.1177/183693911203700408 [Google Scholar]
  10. Armstrong, C.
    (1984) A process perspective in poetic discourse (Report No. CS 208–227). New York: Conference on College Composition and Communication. (Eric Document Reproduction Service No. ED 243 108).
    [Google Scholar]
  11. (1985) Tracking the muse: The writing processes of poets (Report No. CS 209–683). Cambridge: Conference on College Composition and Communication. Eric Document Reproduction Service No. ED 276 003.
    [Google Scholar]
  12. (1986) The poetic dimensions of revision. New Orleans: Conference on College Composition and Communication. (Eric Document Reproduction Service No. ED278 024).
    [Google Scholar]
  13. Aryani, A. , & Jacobs, A. M.
    (2018) Affective congruence between sound and meaning of words facilitates semantic decision. Behavioral Science, 8 (56), 1–11.
    [Google Scholar]
  14. Astington, J. W. , Harris , & Olson, D. R.
    (Eds.) 1988Developing theories of mind. Cambridge University Press.
    [Google Scholar]
  15. Auracher, J.
    (2012) Sound of emotion – Synesthetic sound iconicity. Doshisha Studies in Language and Culture, 14 (2), 147–161.
    [Google Scholar]
  16. Auracher, J. , Albers, S. , Zhai, Y. , Ullrich, S. , Jacobs, A. M. , & Conrad, W.
    (2010) P is for happiness, N is for sadness: Universals in sounds iconicity to detect emotions in poetry. Discourse Processes, 48 , 1–25. 10.1080/01638531003674894
    https://doi.org/10.1080/01638531003674894 [Google Scholar]
  17. Auracher, J.
    (2019) Commentary on Tsur and Gafni: Methodological issues in the study of phonetic symbolism. Scientific Study of Literature, 9 (2), 229–238. 10.1075/ssol.19012.aur
    https://doi.org/10.1075/ssol.19012.aur [Google Scholar]
  18. Baber, C. , & Butler, M.
    (2012) Expertise in crime scene examination: Comparing search strategies of expert and novice crime scene examiners in simulated crime scenes. Human Factors, 54 (3), 413–424. 10.1177/0018720812440577
    https://doi.org/10.1177/0018720812440577 [Google Scholar]
  19. Barlee, D. M.
    (2011) The publishing of a poet: An empirical examination of the social characteristics of Canadian poets as revealed in small press literary magazines (Unpublished MA thesis). University of Victoria.
    [Google Scholar]
  20. Barratt, L. F. , Tugade, M. M. , & Engle, R. W.
    (2004) Individual differences in working memory, capacity and dual-process theories of mind. Psychological Bulletin, 130 , 553–573. 10.1037/0033‑2909.130.4.553
    https://doi.org/10.1037/0033-2909.130.4.553 [Google Scholar]
  21. Bartlett, F. C.
    (1932) Remembering: A study in experimental and social psychology. Cambridge University Press.
    [Google Scholar]
  22. Beal, C. R.
    (1990) Development of knowledge about the role of inference in text comprehension. Child Development, 61 , 1011–1023. 10.2307/1130872
    https://doi.org/10.2307/1130872 [Google Scholar]
  23. Beaty, R. E. , Benedek, M. , Silvia, P. J. , & Schacter, D. L.
    (2016) Creative cognition and brain network dynamics. Trends in Cognitive Sciences, 20 (2), 87–95. 10.1016/j.tics.2015.10.004
    https://doi.org/10.1016/j.tics.2015.10.004 [Google Scholar]
  24. Beebee, T.
    (1994) The fiction of translation: Abdelkebir Khatibi’s “Love in Two Languages”. SubStance, 23 (1), 63–78. 10.2307/3684793
    https://doi.org/10.2307/3684793 [Google Scholar]
  25. Bereiter, C. , & Scardamalia, M.
    (1987) The psychology of written composition. Lawrence Erlbaum Associates.
    [Google Scholar]
  26. (1993) Surpassing ourselves: An inquiry into the nature and implications of expertise. Open Court.
    [Google Scholar]
  27. Berman, R. A. , & Ravid, D.
    (2010) Interpretation and recall of proverbs in three school-age populations. First Language, 30 (20), 155–173. 10.1177/0142723709359246
    https://doi.org/10.1177/0142723709359246 [Google Scholar]
  28. Billow, R. M.
    (1981) Observing spontaneous metaphor in children. Journal of Experimental Child Psychology, 31 (3), 430–445. 10.1016/0022‑0965(81)90028‑X
    https://doi.org/10.1016/0022-0965(81)90028-X [Google Scholar]
  29. Bischoff, T. , Thiruchselvam, R. & Peskin, J.
    (2008, July). Conceptualizing and composing poetry: Developmental trends in adolescence. Presented at theInternational Association for the Empirical Studies of Literature, Art, and Media (IGEL), Memphis, TN.
    [Google Scholar]
  30. Bizzaro, P.
    (1990) Evaluating student poetry writing: A primary trait scoring model. Teaching English in the Two Year College, 17 (1), 54–61.
    [Google Scholar]
  31. Blakemore, S. , & Frith, U.
    (2005) The learning brain. Blackwell.
    [Google Scholar]
  32. Bleich, D.
    (1975) Readings and feelings: An introduction to subjective criticism. National Council of Teachers.
    [Google Scholar]
  33. (1978) Subjective criticism. Johns Hopkins University Press.
    [Google Scholar]
  34. Blythe, H. , & Sweet, C.
    (2008) The writing community: A new model for the creative writing classroom. Pedagogy, 8 (2), 305–325. 10.1215/15314200‑2007‑042
    https://doi.org/10.1215/15314200-2007-042 [Google Scholar]
  35. Bolton, G.
    (1999) ‘Every poem breaks a silence that had to be overcome’: The therapeutic power of poetry writing. Feminist Review, 62 , 118–134. 10.1080/014177899339225
    https://doi.org/10.1080/014177899339225 [Google Scholar]
  36. Bradburn, N. , Parks, K. , & Reynolds, M.
    (2006) Poetry in America: A Summary of the Study. National Opinion Research Center.
    [Google Scholar]
  37. Bradley, L. , & Bryant, P. E.
    (1983) Categorizing sounds and learning to read – A causal connection. Nature, 301 (5899), 419–421. 10.1038/301419a0
    https://doi.org/10.1038/301419a0 [Google Scholar]
  38. Branch, J.
    (2006) Using think alouds, think afters, and think togethers to research adolescents’ inquiry experiences. Alberta Journal of Educational Research, 52 (3), 148–159.
    [Google Scholar]
  39. Bransford, J. D. , Brown, A. L. , & Cocking, R. R.
    (1999) How people learn: Brain, mind, experience, and school. National Academy Press.
    [Google Scholar]
  40. Britton, J.
    (1984) Viewpoints: The distinction between participant and spectator role language in research and practice. Research in the Teaching of English, 18 , 320–331.
    [Google Scholar]
  41. (1989) The spectator as theorist: A reply. English Education, 21 (1), 53–60.
    [Google Scholar]
  42. (1993) Language and learning (2nd ed.). Boynton/Cook.
    [Google Scholar]
  43. Britton, J. , Burgess, T. , Martin, N. , McLeod, A. , & Rosen, H.
    (1975) The development of writing abilities (pp. 11–18). MacMillan Education.
    [Google Scholar]
  44. Broekkamp, H. , Janssen, T. , & van den Bergh, H.
    (2009) Is there a relationship between literature reading and creative writing. Journal of Creative Behavior, 43 (4), 281–297. 10.1002/j.2162‑6057.2009.tb01319.x
    https://doi.org/10.1002/j.2162-6057.2009.tb01319.x [Google Scholar]
  45. Bronfenbrenner, U. , & Morris, P. A.
    (1998) The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 993–1028). John Wiley & Sons.
    [Google Scholar]
  46. Brown, J. S. , Collins, A. , & Duguid, P.
    (1988) Situated cognition and the culture of learning (pp. 1–37F, Tech. No. 6886). Institute for Research on Learning. (NTIS). 10.21236/ADA204690
    https://doi.org/10.21236/ADA204690 [Google Scholar]
  47. Bruhn, M.
    (2018) Citation analysis: An empirical approach to professional literary interpretation. Scientific Study of Literature, 8 (1), 77–113. 10.1075/ssol.17009.bru
    https://doi.org/10.1075/ssol.17009.bru [Google Scholar]
  48. Bruner, J.
    (1986) Actual minds, possible worlds. Harvard University Press. 10.4159/9780674029019
    https://doi.org/10.4159/9780674029019 [Google Scholar]
  49. Bryant, P. , & Bradley, L.
    (1985) Children’s reading problems: Psychology and education. Blackwell.
    [Google Scholar]
  50. Buckner, R. L. , Andrews-Hanna, J. R. , & Schacter, D. L.
    (2008) The brain’s default network. Annals of the New York Academy of Sciences, 1124 (1), 1–38. 10.1196/annals.1440.011
    https://doi.org/10.1196/annals.1440.011 [Google Scholar]
  51. Bugeja, M. J.
    (1992) Why we stop reading poetry. The English Journal, 81 (3), 32–42. 10.2307/820193
    https://doi.org/10.2307/820193 [Google Scholar]
  52. Burnaford, G. , Brown, S. , Doherty, J. , & McLaughlin, H. J.
    (2007) Arts integration frameworks, research and practice: A literature review. Arts Education Partnership.
    [Google Scholar]
  53. Carminati, M. N. , Stabler, J. , Robert, A. M. , & Fischer, M. H.
    (2006) Reader’s responses to sub-genre and rhyme scheme in poetry. Poetics, 34 (3), 204–218. 10.1016/j.poetic.2006.05.001
    https://doi.org/10.1016/j.poetic.2006.05.001 [Google Scholar]
  54. Carter, R.
    (2010) Methodologies for stylistic analysis: Practices and pedagogies. In D. McIntyre & B. Busse (Eds.), Language and style. In honour of Mick Short (pp. 55–68). Palgrave Macmillan. 10.1007/978‑1‑137‑06574‑2_4
    https://doi.org/10.1007/978-1-137-06574-2_4 [Google Scholar]
  55. Case, R. , Okamoto, Y. , Griffin, S. , McKeough, A. , Bleiker, C. , Henderson, B. &, Stephenson, K. M.
    (1996) The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, 61 (1–2, Serial No. 246). 10.2307/1166077
    https://doi.org/10.2307/1166077 [Google Scholar]
  56. Case, R.
    (1992) The mind’s staircase: Exploring the conceptual underpinnings of children’s thought and knowledge. Lawrence Erlbaum Associates.
    [Google Scholar]
  57. Casey, B. J. , Giedd, J. N. , & Thomas, K. M.
    (2000) Structural and functional brain development and its relation to cognitive development. Biological Psychology, 54 , 241–257. 10.1016/S0301‑0511(00)00058‑2
    https://doi.org/10.1016/S0301-0511(00)00058-2 [Google Scholar]
  58. Casteleyn, J. , & Vandervieren, E.
    (2018) Factors determining young adults’ appreciation of reading poetry. L1-Educational Studies in Language and Literature, 18 , 1–24. 10.17239/L1ESLL‑2018.18.01.04
    https://doi.org/10.17239/L1ESLL-2018.18.01.04 [Google Scholar]
  59. Certo, J.
    (2015) Poetic language, interdiscursivity and intertextuality in fifth graders’ poetry: An interpretive study. Journal of Literacy Research, 47 (1), 49–82. 10.1177/1086296X15577183
    https://doi.org/10.1177/1086296X15577183 [Google Scholar]
  60. Chi, M. T.
    (2008) Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61–82). Lawrence Erlbaum Associates.
    [Google Scholar]
  61. Chi, M. T. , & Koeske, R. D.
    (1983) Network representation of a child’s dinosaur knowledge. Developmental Psychology, 19 , 29–39. 10.1037/0012‑1649.19.1.29
    https://doi.org/10.1037/0012-1649.19.1.29 [Google Scholar]
  62. Chi, M. T. , Glaser, R. , & Farr, M. J.
    (1988) The nature of expertise. Lawrence Erlbaum Associates.
    [Google Scholar]
  63. Chukovsky, K.
    (1963) From two to five. University of California Press. 10.1525/9780520316300
    https://doi.org/10.1525/9780520316300 [Google Scholar]
  64. Collins, A. , Brown, J. S. , & Newman, S. E.
    (1989) Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Lawrence Erlbaum Associates.
    [Google Scholar]
  65. Comstock, M.
    (1992) Poetry and process: The reading/writing connection. Language Arts, 69 (4), 261–267.
    [Google Scholar]
  66. Creeley, R.
    (1962) For love: Poems 1950–1960. Charles Scribner’s Sons.
    [Google Scholar]
  67. Cronbach, L. J. , & Meehl, P. E.
    (1955) Construct validity in psychological tests. Psychological Bulletin, 52 (4): 281–302. 10.1037/h0040957
    https://doi.org/10.1037/h0040957 [Google Scholar]
  68. Crystal, D.
    (1998) Language play. Penguin.
    [Google Scholar]
  69. Csikszentmihalyi, M.
    (1997) Creativity: Flow and the psychology of discovery and invention. Harper Collins.
    [Google Scholar]
  70. Culler, J.
    (1975) Structuralist poetics: Structuralism, linguistics and the study of literature. Cornell University Press. 10.4324/9780203449769
    https://doi.org/10.4324/9780203449769 [Google Scholar]
  71. (1994) Structuralism and literature. In D. Keesey (Ed.), Contexts for criticism. Mayfield.
    [Google Scholar]
  72. Cumming, R.
    (2007) Language play in the classroom: Encouraging children’s intuitive creativity with words through poetry. Literacy, 41 (2), 93–101. 10.1111/j.1467‑9345.2007.00463.x
    https://doi.org/10.1111/j.1467-9345.2007.00463.x [Google Scholar]
  73. Cupchik, G. C. , Leonard, G. , Axelrad, E. , & Kalin, J.
    (1998) The landscape of emotion in literary encounters. Cognition and Emotion, 12 , 825–847. 10.1080/026999398379457
    https://doi.org/10.1080/026999398379457 [Google Scholar]
  74. Darwin, C.
    (1936) Biographical sketch of an infant. Mind, 2 , 285–294.
    [Google Scholar]
  75. Deci, E. L. , & Ryan, R. M.
    (1985) Intrinsic motivation and self-determination in human behavior. Plenum. 10.1007/978‑1‑4899‑2271‑7
    https://doi.org/10.1007/978-1-4899-2271-7 [Google Scholar]
  76. (2000) Self-determination Theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55 , 68–78. 10.1037/0003‑066X.55.1.68
    https://doi.org/10.1037/0003-066X.55.1.68 [Google Scholar]
  77. Denham, S. A. , Zoller, D. , & Couchoud, E.
    (1994) Socialization of preschoolers’ emotion understanding. Developmental Psychology, 30 (6), 928–936. 10.1037/0012‑1649.30.6.928
    https://doi.org/10.1037/0012-1649.30.6.928 [Google Scholar]
  78. Derrida, J.
    (1978) Writing and difference. The University of Chicago Press.
    [Google Scholar]
  79. Dietrich, A.
    (2004) The cognitive neuroscience of creativity. Psychonomic Bulletin & Review, 11 (6), 1011–1026. 10.3758/BF03196731
    https://doi.org/10.3758/BF03196731 [Google Scholar]
  80. Donaldson, S. K. , & Westerman, M. A.
    (1986) Development of children’s understanding of ambivalence and causal theories of emotions. Developmental Psychology, 22 (5), 655–662. 10.1037/0012‑1649.22.5.655
    https://doi.org/10.1037/0012-1649.22.5.655 [Google Scholar]
  81. Donovan, M. S. , Bransford, J. D. , & Pellegrino, J. W.
    (1999) How people learn: Bridging research and practice. National Academies Press.
    [Google Scholar]
  82. Dowker, A.
    (1989) Rhyme and alliteration in poems elicited from young children. Journal of Child Language, 16 , 181–202. 10.1017/S0305000900013507
    https://doi.org/10.1017/S0305000900013507 [Google Scholar]
  83. Dressman, M. , & Faust, M.
    (2014) On the teaching of poetry in English Journal, 1912–2005. Journal of Literacy Research, 46 (1), 39–67. 10.1177/1086296X14521194
    https://doi.org/10.1177/1086296X14521194 [Google Scholar]
  84. Dweck, C. S.
    (1999) Caution – Praise can be dangerous. American Educator, Spring, 4–9.
    [Google Scholar]
  85. Dymoke, S.
    (2003) Drafting and assessing poetry: A guide for teachers. Paul Chapman. 10.4135/9781446216668
    https://doi.org/10.4135/9781446216668 [Google Scholar]
  86. Earthman, E. A.
    (1992) Creating the virtual work: Reader’s processes in understanding literary texts. Research in the Teaching of English, 26 , 351–384.
    [Google Scholar]
  87. Edelman, G. M.
    (1987) Neural Darwinism: The theory of neuronal group selection. Basic Books.
    [Google Scholar]
  88. Edelman, G. M. , & Mountcastle, V. B.
    (1978) The mindful brain: Cortical organization and the group-selective theory of higher brain function. The MIT Press.
    [Google Scholar]
  89. Eden, G. F. , Jones, K. M. , Cappell, K. , Gareau, L. , Wood, F. B. , Zeffiro, A. T. , … Flowers, D. L.
    (2004) Neural changes following remediation in adult developmental dyslexia. Neuron, 44 (3), 411–422. 10.1016/j.neuron.2004.10.019
    https://doi.org/10.1016/j.neuron.2004.10.019 [Google Scholar]
  90. Egan, K.
    (1997) The educated mind. The University of Chicago Press. 10.7208/chicago/9780226190402.001.0001
    https://doi.org/10.7208/chicago/9780226190402.001.0001 [Google Scholar]
  91. (2005) An imaginative approach to teaching. John Wiley & Sons.
    [Google Scholar]
  92. Egan, K. , & Ling, M.
    (2002) We begin as poets. In L. Bresler & C. M. Thompson (Eds.), The arts in children’s lives (pp. 93–102). Springer. 10.1007/0‑306‑47511‑1_8
    https://doi.org/10.1007/0-306-47511-1_8 [Google Scholar]
  93. Eliot, T. S. , & Kermode, F.
    (1988) Selected prose of T.S. Eliot. Harcourt Brace Jovanovich.
    [Google Scholar]
  94. Ellamil, M. , Dobson, C. , Beeman, M. , & Christoff, K.
    (2011) Evaluative and generative modes of thought during the creative process. NeuroImage, 59 (2), 1783–1794. 10.1016/j.neuroimage.2011.08.008
    https://doi.org/10.1016/j.neuroimage.2011.08.008 [Google Scholar]
  95. Ellenbogen, B.
    (2009) Poetry composition and revision: An expert novice study (Unpublished master’s thesis). OISE, University of Toronto.
    [Google Scholar]
  96. Ellenbogen, B. , & Peskin, J.
    (2012) Poetry composition and revision: An expert-novice study. Montreal, Canada and Quebec, Canada: Presented at the International Association for the Empirical Studies of Literature, Art, and Media (IGEL).
    [Google Scholar]
  97. Elster, C. A. , & Hanauer, D. I.
    (2002) Voicing texts, voices around texts: Reading poems in elementary school classrooms. Research in the Teaching of English, 37 , 89–134.
    [Google Scholar]
  98. Ely, R. , & McCabe, A.
    (1994) The language play of kindergarten children. First Language, 14 , 19–35. 10.1177/014272379401404202
    https://doi.org/10.1177/014272379401404202 [Google Scholar]
  99. Emig, J.
    (1971) The composing process: Review of the literature. In S. Perl (Ed.), Landmark essays on writing process (pp. 1–22). Hermagoras Press.
    [Google Scholar]
  100. Engel, S.
    (1988) Metaphors: How are they different for the poet, the child and the everyday adult?New Ideas in Psychology, 6 (3), 333–341. 10.1016/0732‑118X(88)90045‑1
    https://doi.org/10.1016/0732-118X(88)90045-1 [Google Scholar]
  101. Ericsson, K.
    (2006) The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson , N. Charness , P. J. Feltovich , & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683 – 704). Cambridge University Press. 10.1017/CBO9780511816796.038
    https://doi.org/10.1017/CBO9780511816796.038 [Google Scholar]
  102. Ericsson, K. A. , & Charness, N.
    (1994) Expert performance: Its structure and acquisition. American Psychologist, 9 , 725–747. 10.1037/0003‑066X.49.8.725
    https://doi.org/10.1037/0003-066X.49.8.725 [Google Scholar]
  103. Ericsson, K. A. , & Smith, J.
    (1991) Prospects and limits of the empirical study of expertise: An introduction. In K. A. Ericsson & J. Smith (Eds.). Toward a general theory of expertise: Prospects and limits (pp. 1–38). Cambridge University Press.
    [Google Scholar]
  104. Eva-Wood, A. L.
    (2004) Thinking and feeling poetry: Exploring meanings aloud. Journal of Educational Psychology, 96 (1), 182–191. 10.1037/0022‑0663.96.1.182
    https://doi.org/10.1037/0022-0663.96.1.182 [Google Scholar]
  105. (2008) Does feeling come first? How poetry can help readers broaden their understanding of metacognition. Journal of Adolescent & Adult Literacy, 51 (7), 564–576. 10.1598/JAAL.51.7.4
    https://doi.org/10.1598/JAAL.51.7.4 [Google Scholar]
  106. Fahnestock, J. , & Secor, M.
    (1991) The rhetoric of literary criticism. Textual dynamics of the professions: Historical and contemporary studies of writing in professional communities, 76-96.
    [Google Scholar]
  107. Faust, M. & Dressman, M.
    (2009) The other tradition: Populist perspectives on teaching poetry, as published in ‘English Journal’, 1912 -2005. English Education, 41 (2), 114–134.
    [Google Scholar]
  108. Fernandez-Duque, D. , Baird, J. A. , & Posner, M. I.
    (2000) Executive attention and metacognitive regulation. Consciousness and Cognition, 9 (2), 288–307. 10.1006/ccog.2000.0447
    https://doi.org/10.1006/ccog.2000.0447 [Google Scholar]
  109. Feuerstein, R. , & Jensen, M. R.
    (1980) Instrumental enrichment: Theoretical basis, goals, and instruments. The Educational Forum, 44 (4), 401–423. 10.1080/00131728009336184
    https://doi.org/10.1080/00131728009336184 [Google Scholar]
  110. Fialho, O.
    (2019) What is literature for? The role of transformative reading. Cogent Arts and Humanities 6 (1): 1–16. 10.1080/23311983.2019.1692532
    https://doi.org/10.1080/23311983.2019.1692532 [Google Scholar]
  111. Finke, R. , Ward, R. , & Smith, S.
    (1992) Creative cognition: Theory, research, and applications. The MIT Press.
    [Google Scholar]
  112. Fish, S.
    (1980) Is there a text in this class? The authority of interpretive communities. Harvard University Press.
    [Google Scholar]
  113. Flower, L.
    (1989) Taking thought: The role of conscious processing in the making of meaning. In E. P. Maimon , B. F. Nodine , & F. W. O’Connor (Eds.), Thinking, reasoning, and writing (pp. 185–212). Longman.
    [Google Scholar]
  114. Flower, L. S. , & Hayes, J. R.
    (1981) A cognitive process theory of writing. College Composition and Communication, 32 , 365–387. 10.2307/356600
    https://doi.org/10.2307/356600 [Google Scholar]
  115. (1986) Writing research and the writer. American Psychologist, 41 (10), 1106–1113. 10.1037/0003‑066X.41.10.1106
    https://doi.org/10.1037/0003-066X.41.10.1106 [Google Scholar]
  116. Fox, R.
    (1995) Development and learning. In C. Desforges (Ed.). An introduction to teaching: Psychological perspectives. Blackwell.
    [Google Scholar]
  117. Frye, N.
    (1978) Anatomy of criticism: Four essays. Princeton University Press.
    [Google Scholar]
  118. Gallate, J. , Wong, C. , Ellwood, S. , Roring, R. W. , & Snyder, A.
    (2012) Creative people use nonconscious processes to their advantage. Creativity Research Journal, 24 (2–3), 146–151. 10.1080/10400419.2012.677282
    https://doi.org/10.1080/10400419.2012.677282 [Google Scholar]
  119. Gardner, H. , Winner, E. , Bechhover, R. , & Wolf, D.
    (1978) The development of figurative language. In K. E. Nelson (Ed.), Children’s language (pp. 1–37). Gardner Press.
    [Google Scholar]
  120. Garvey, C.
    (1977) Play with language and speech. In S. Ervin-Tripp & C. Mitchell-Kernan (Eds.), Child discourse (pp. 27–47). Academic Press. 10.1016/B978‑0‑12‑241950‑8.50008‑3
    https://doi.org/10.1016/B978-0-12-241950-8.50008-3 [Google Scholar]
  121. Gatti, A.
    (2011) Hume’s taste for standards: Experience and aestehtic judgment reconsidered. Castelli di Yale, XI (11), 134–143.
    [Google Scholar]
  122. Gentner, D.
    (1988) Metaphor as structure mapping: The relational shift. Child Development, 59 , 47–59. 10.2307/1130388
    https://doi.org/10.2307/1130388 [Google Scholar]
  123. Gerrish, D. T.
    (2004) An Examination of the processes of six published poets: Seeing beyond the glass darkly (Unpublished doctoral dissertation), Rutgers, State University of New Jersey.
  124. Gibbs Jr., R. W.
    (1994) The poetics of mind: Figurative thought, language, and understanding. Cambridge University Press.
    [Google Scholar]
  125. Giedd, J. N. , Lalonde, F. M. , Celano, M. J. , White, S. L. , Wallace, G. L. , Lee, N. R. , … R. K.
    (2009) Anatomical brain resonance imaging of typically developing children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 48 (5), 465–470. 10.1097/CHI.0b013e31819f2715
    https://doi.org/10.1097/CHI.0b013e31819f2715 [Google Scholar]
  126. Gobbo, C. , & Chi, M. T. H.
    (1986) How knowledge is structured and used by expert and novice children. Cognitive Development, 1 , 221–237. 10.1016/S0885‑2014(86)80002‑8
    https://doi.org/10.1016/S0885-2014(86)80002-8 [Google Scholar]
  127. Gombrich, E. H.
    (1977) Art and illusion: A study in the psychology of pictorial representation. Phaidon.
    [Google Scholar]
  128. Goodman, N.
    (1976) Languages of art: An approach to a theory of symbols. Hackett. 10.5040/9781350928541
    https://doi.org/10.5040/9781350928541 [Google Scholar]
  129. Goody, J.
    (1987) The interface between the written and the oral. Cambridge University Press.
    [Google Scholar]
  130. Gopnik, A. , & Meltzoff, A. N.
    (1997) Words, thoughts and theories. The MIT Press.
    [Google Scholar]
  131. Goswami, U. , & Bryant, P.
    (1990) Phonological skills and learning to read. Lawrence Erlbaum Associates.
    [Google Scholar]
  132. Granott, N. , Fischer, K. W. , & Parziale, J.
    (2002) Bridging to the unknown: A transition mechanism in learning and problem-solving. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition process in development and learning (pp. 131–156). Cambridge University Press. 10.1017/CBO9780511489709.006
    https://doi.org/10.1017/CBO9780511489709.006 [Google Scholar]
  133. Gray, J. R. , Braver, T. S. , & Raichle, M. E.
    (2002) Integration of emotion and cognition in the lateral prefrontal cortex. Proceedings of the National Academy of Sciences, 99 (6), 4115–4120. 10.1073/pnas.062381899
    https://doi.org/10.1073/pnas.062381899 [Google Scholar]
  134. Grice, H. P.
    (1975) Logic and conversation. In P. Cole & J. L. Morgan (Eds.), Syntax and semantics: Vol. 3, Speech acts (pp. 41–58). Academic Press.
    [Google Scholar]
  135. Groeben, N. , & Schreier, M.
    (1998) Descriptive versus prescriptive aspects of the concept of literature: The example of the polyvalence convention. Poetics, 26 , 55–62. 10.1016/S0304‑422X(98)00012‑6
    https://doi.org/10.1016/S0304-422X(98)00012-6 [Google Scholar]
  136. Groenendijk, T. , Janssen, T. , Rijlaarsdam, G. , & van den Bergh, H.
    (2008) How do secondary school students write poetry? How creative writing processes relate to final products. L1-Educational Studies in Language and Literature, 8 (3), 57–80. 10.17239/L1ESLL‑2008.08.03.01
    https://doi.org/10.17239/L1ESLL-2008.08.03.01 [Google Scholar]
  137. Hadwin, J. , & Perner, J.
    (1991) Pleased and surprised: Children’s cognitive theory of emotion. British Journal of Developmental Psychology, 9 (2), 215–234. 10.1111/j.2044‑835X.1991.tb00872.x
    https://doi.org/10.1111/j.2044-835X.1991.tb00872.x [Google Scholar]
  138. Hall, G.
    (2005) Literature in language education. Palgrave Macmillan. 10.1057/9780230502727
    https://doi.org/10.1057/9780230502727 [Google Scholar]
  139. (2014) Pedagogical stylistics. In M. Burke (Ed.), The Routledge Handbook of Stylistics (pp. 239–252). Routledge.
    [Google Scholar]
  140. Hanauer, D. I.
    (1995) Literary and poetic text categorization judgments. Journal of Literary Semantics, 24 (3), 187–210. 10.1515/jlse.1995.24.3.187
    https://doi.org/10.1515/jlse.1995.24.3.187 [Google Scholar]
  141. (1996) Integration of phonetic and graphic features in poetic text categorization judgments. Poetics, 23 , 363–380. 10.1016/0304‑422X(95)00010‑H
    https://doi.org/10.1016/0304-422X(95)00010-H [Google Scholar]
  142. Hanauer, D.
    (1998a) Reading poetry: An empirical investigation of formalist, stylistic, and conventionalist claims. Poetics Today, 19 (4), 565–580. 10.2307/1773260
    https://doi.org/10.2307/1773260 [Google Scholar]
  143. Hanauer, D. I.
    (1998b) The genre-specific hypothesis of reading: Reading poetry and encyclopedic items. Poetics, 26 (2), 63–80. 10.1016/S0304‑422X(98)00011‑4
    https://doi.org/10.1016/S0304-422X(98)00011-4 [Google Scholar]
  144. (1999) Attention and literary education. Language Awareness, 8 , 1–15. 10.1080/09658419908667114
    https://doi.org/10.1080/09658419908667114 [Google Scholar]
  145. (2001) What we know about reading poetry: Theoretical positions. The Psychology and Sociology of Literature, 35 , 107–128. 10.1075/upal.35.08han
    https://doi.org/10.1075/upal.35.08han [Google Scholar]
  146. (2004) Poetry and the meaning of life. Pippin Press.
    [Google Scholar]
  147. (2007) Attention-directed literary education: An empirical investigation. In G. Watson & S. Zyngier (Eds.), Literature and stylistics for language learners: Theory and practice (pp. 169–180). Palgrave Macmillan. 10.1057/9780230624856_13
    https://doi.org/10.1057/9780230624856_13 [Google Scholar]
  148. (2010) Poetry as research: Exploring second language poetry writing. John Benjamins. 10.1075/lal.9
    https://doi.org/10.1075/lal.9 [Google Scholar]
  149. (2011a) Scientific study of literature, 1 (2). 10.1075/ssol.1.1.08han
    https://doi.org/10.1075/ssol.1.1.08han [Google Scholar]
  150. (2011b) Meaningful literacy: Writing poetry in the language classroom. Language Teaching: Surveys and Studies, 45 (1), 105–115. 10.1017/S0261444810000522
    https://doi.org/10.1017/S0261444810000522 [Google Scholar]
  151. (2012) Growing up in the unseen shadow of the Kindertransport: A poetic-narrative autoethnography. Qualitative Inquiry, 18 (9), 845–851. 10.1177/1077800412456960
    https://doi.org/10.1177/1077800412456960 [Google Scholar]
  152. (2015a) Measuring voice in poetry written by second language learners. Written Communication, 32 (1), 66–86. 10.1177/0741088314563023
    https://doi.org/10.1177/0741088314563023 [Google Scholar]
  153. (2015b) Beauty judgements of non-professional poetry: Regression analyses of authorial attribution, emotional response and perceived writing quality. Scientific Study of Literature, 5 (2), 183–199. 10.1075/ssol.5.2.04han
    https://doi.org/10.1075/ssol.5.2.04han [Google Scholar]
  154. (2018) Intermediate states of literariness: Poetic lining, Sociological positioning, and the activation of literariness. Scientific Study of Literature, 8 (1), 114–134. 10.1075/ssol.18001.han
    https://doi.org/10.1075/ssol.18001.han [Google Scholar]
  155. Hansson, G.
    (1996) Emotions in poetry: Where are they and how do we find them?Advances in Discourse Processes, 52 , 275–290.
    [Google Scholar]
  156. Harker, J. W.
    (1994) “Plain sense” and “poetic significance”: Tenth-grade readers reading two poems. Poetics, 22 , 199–218. 10.1016/0304‑422X(94)90005‑1
    https://doi.org/10.1016/0304-422X(94)90005-1 [Google Scholar]
  157. Harris, K. L.
    (2018) The practices of exemplary teachers of poetry in the secondary English-language arts classroom (Doctoral dissertation). Boston University. Retrieved on10 September 2022fromhttps://hdl.handle.net/2144/32689
  158. Harris, P.
    (1982) Cognitive prerequisites to language?British Journal of Psychology, 73 , 187–195. 10.1111/j.2044‑8295.1982.tb01801.x
    https://doi.org/10.1111/j.2044-8295.1982.tb01801.x [Google Scholar]
  159. Harris, P. L.
    (1989) Children and emotion: The development of psychological understanding. Basil Blackwell.
    [Google Scholar]
  160. Harter, S. , & Buddin, B. J.
    (1987) Children’s understanding of the simultaneity of two emotions: A five-stage developmental acquisition sequence. Developmental Psychology, 23 , 388–399. 10.1037/0012‑1649.23.3.388
    https://doi.org/10.1037/0012-1649.23.3.388 [Google Scholar]
  161. Hawkins, L. K. & Certo, J. L.
    (2014) It’s something that I feel like writing, instead of writing because I’m being told to: Elementary boys’ experiences writing and performing poetry. Pedagogies: An International Journal, 9 (3), 196–215. 10.1080/1554480X.2014.921857
    https://doi.org/10.1080/1554480X.2014.921857 [Google Scholar]
  162. Heimes, S.
    (2011) State of poetry therapy research (review). The Arts in Psychotherapy, 38 , 1–8. 10.1016/j.aip.2010.09.006
    https://doi.org/10.1016/j.aip.2010.09.006 [Google Scholar]
  163. Hesse, D.
    (2010) The place of creative writing in composition studies. College Composition and Communication, 62 (1), 31–52.
    [Google Scholar]
  164. Hill, N. M. , & Schneider, W.
    (2006) Brain changes in the development of expertise: Neuroanatomical and neurophysiological evidence about skill-based adaptations. In K. A. Ericsson , N. Charness , P. J. Feltovich , & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 653–682). Cambridge University Press. 10.1017/CBO9780511816796.037
    https://doi.org/10.1017/CBO9780511816796.037 [Google Scholar]
  165. Hinze, S. R. , Rapp, D. N. , Williamson, V. M. , Schultz, M. J. , Deslongchamps, G. , & Williamson, K. C.
    (2013) Beyond ball-and-stick: Students’ processing of novel STEM visualizations. Learning and Instruction, 26 , 12–21. 10.1016/j.learninstruc.2012.12.002
    https://doi.org/10.1016/j.learninstruc.2012.12.002 [Google Scholar]
  166. Hmelo-Silver, C. , Marathe, S. , & Liu, L.
    (2007) Fish swim, rocks sit, lungs breathe: Expert-novice understanding of complex systems. Journal of the Learning Sciences, 16 (3), 307–331. 10.1080/10508400701413401
    https://doi.org/10.1080/10508400701413401 [Google Scholar]
  167. Hoffstaedter, P.
    (1987) Poetic text processing and its empirical investigation. Poetics, 16 , 75–91. 10.1016/0304‑422X(87)90037‑4
    https://doi.org/10.1016/0304-422X(87)90037-4 [Google Scholar]
  168. Holland, N. N.
    (1973) Poems in Persons: An Introduction to the Psychoanalysis of Literature. Columbia University Press.
    [Google Scholar]
  169. Hoorn, J.
    (1996) Psychophysiology and literary processing: ERPs to semantic and phonological deviations in reading small verses. In R. J. Kruez & M. S. McNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 338–358). Ablex.
    [Google Scholar]
  170. Hume, D.
    [1757] (1985) Of the standard of taste. In D. Hume & E. F. Miller (Ed.), Essays moral, political and literary (pp. 234–241). Liberty Classics.
    [Google Scholar]
  171. Hunt, P. , Stephens, J. , Joyner, J. , & English Centre (London, England)
    (1987) The English curriculum: Poetry: Material for discussion. English Centre.
    [Google Scholar]
  172. Hyde, K. , Lerch, J. , Norton, A. , Forgeard, M. , Winner, E. , Evans, A. C. , & Schlaug, G.
    (2009) Musical training shapes structural brain development. The Journal of Neuroscience, 29 (10), 3010–3025. 10.1523/JNEUROSCI.5118‑08.2009
    https://doi.org/10.1523/JNEUROSCI.5118-08.2009 [Google Scholar]
  173. Immordino-Yang, M. , & Yang, N.
    (2011) Musings on the neurobiological and evolutionary origins of creativity via a developmental analysis of one child’s poetry. LEARNing Landscapes, 5 (1), 133–139. 10.36510/learnland.v5i1.536
    https://doi.org/10.36510/learnland.v5i1.536 [Google Scholar]
  174. Inhelder, B. , & Piaget, J.
    (1958) The growth of logical thinking from childhood to adolescence. Basic Books. 10.1037/10034‑000
    https://doi.org/10.1037/10034-000 [Google Scholar]
  175. Jakobson, R.
    (1960) Closing statement: Linguistics and poetics. In T. A. Sebeok (Ed.), Style in language (pp. 350–377). The MIT Press.
    [Google Scholar]
  176. Janssen, T. M.
    (1998) Approaches to literature teaching. An empirical study of the form and results of Dutch literature teaching in higher general secondary and pre-university education (Doctoral dissertation). University of Amsterdam. Thesis Publishers.
  177. Jenkins, J. M. , Turrell, S. L. , Kogushi, Y. , Lollis, S. , & Ross, H. S.
    (2003) A longitudinal investigation of the dynamics of mental state talk in families. Child Development, 74 (3), 905–920. 10.1111/1467‑8624.00575
    https://doi.org/10.1111/1467-8624.00575 [Google Scholar]
  178. Johnson-Laird, P. N. & Oatley, K.
    (2022) How poetry evokes emotions. Acta Psychologica, 224 , 103506. 10.1016/j.actpsy.2022.103506
    https://doi.org/10.1016/j.actpsy.2022.103506 [Google Scholar]
  179. Johnston, P. & Afflerbach, P.
    (1985) The process of constructing main ideas from text. Cognition and Instruction, 2 , 207–232. 10.1080/07370008.1985.9648917
    https://doi.org/10.1080/07370008.1985.9648917 [Google Scholar]
  180. Jong, E.
    (2002) Conversations with Erica Jong. University of Mississippi Press.
    [Google Scholar]
  181. Kallai, A. Y. , & Reiner, M.
    (2010) The source of misconceptions in physics: When event-related potential components N400 and P600 disagree. Front. Neurosci. Conference Abstract: EARLI SIG22 – Neuroscience and Education.
    [Google Scholar]
  182. Kamberelis, G.
    (1999) Genre development and learning: Children writing stories, science reports, and poems. Research in the Teaching of English, 33 , 403–460.
    [Google Scholar]
  183. Kane-Mainier, S.
    (2015) How the genre and work of poetry are represented by tenth grade literature anthologies (Unpublished doctoral dissertation). University of Pittsburgh.
  184. Karmiloff-Smith, A.
    (1992) Beyond modularity: A developmental perspective on cognitive science. The MIT Press.
    [Google Scholar]
  185. Karpov, Y. V. & Bransford, J. D.
    (1995) L.S. Vygotsky and the doctrine of empirical and theoretical learning. Educational Psychologist, 30 (2), 61–66. 10.1207/s15326985ep3002_2
    https://doi.org/10.1207/s15326985ep3002_2 [Google Scholar]
  186. Kellogg, R. T. , Whiteford, A. P. , Turner, C. E. , Cahill, M. , & Mertens, A.
    (2013) Working memory in written composition: an evaluation of the 1996 model. Journal of Writing Research, 5 , 159–190.
    [Google Scholar]
  187. Kelly, A.
    (2005) ‘Poetry? Of course we do it. It’s in the national curriculum.’ Primary children’s perceptions of poetry. Literacy, 39 (3), 129–34. 10.1111/j.1467‑9345.2005.00410.x
    https://doi.org/10.1111/j.1467-9345.2005.00410.x [Google Scholar]
  188. Kintgen, R. K.
    (1989) Researching responses to literature and the teaching of literature: Points of departure. Ablex.
    [Google Scholar]
  189. Kintsch, W.
    (1998) Comprehension: A paradigm for cognition. Cambridge University Press.
    [Google Scholar]
  190. Kirkland, J. W. , & Sanders, F. D.
    (1982) Poetry: Sight and insight. Random House.
    [Google Scholar]
  191. Knapp, J.
    (2002) Teaching poetry via HEI (Hypothesis-Experiment-Instruction). Journal of Adolescent & Adult Literacy, 45 (8), 718–729.
    [Google Scholar]
  192. (2004) Current conversations in the teaching of college-level literature. Style, 38 (1), 50–91.
    [Google Scholar]
  193. Koops van’t Jagt, R. , Hoeks, J. C. , Dorleijn, G. J. , & Hendriks, P.
    (2014) Look before you leap: How enjambment affects the processing of poetry. Scientific Study of Literature, 4 (1), 3–24. 10.1075/ssol.4.1.01jag
    https://doi.org/10.1075/ssol.4.1.01jag [Google Scholar]
  194. Kraus, N. , & Chandrasekaran, B.
    (2010) Music training for the development of auditory skills. Nature Reviews/Neuroscience, 11 , 599–605. 10.1038/nrn2882
    https://doi.org/10.1038/nrn2882 [Google Scholar]
  195. Kraxenberger, M. , & Menninghaus, W.
    (2016a) Mimological reveries? Disconfirming the hypothesis of phono-emotional iconicity in poetry. Frontiers in Psychology, 7 , article 1779. 10.3389/fpsyg.2016.01779
    https://doi.org/10.3389/fpsyg.2016.01779 [Google Scholar]
  196. Kraxenberger, M. , & Menninghaus, W.
    (2016b) Emotional effects of poetic phonology, word positioning and dominant stress peaks in poetry reading. Scientific Study of Literature, 6 (2), 298–313. 10.1075/ssol.6.2.06kra
    https://doi.org/10.1075/ssol.6.2.06kra [Google Scholar]
  197. Kress, G.
    (1999) Genre and the changing contexts for English language arts. Language Arts, 76 (6), 461–469.
    [Google Scholar]
  198. Küçük, A. , Gölgeli, A. , Saraymen, R. , & Koç, N.
    (2008) Effects of age and anxiety on learning and memory. Behavioural Brain Research, 195 (1), 147–152. 10.1016/j.bbr.2008.05.023
    https://doi.org/10.1016/j.bbr.2008.05.023 [Google Scholar]
  199. Kuhn, D.
    (1999) A developmental model of critical thinking. Educational Researcher, 28 (2), 16–25. 10.3102/0013189X028002016
    https://doi.org/10.3102/0013189X028002016 [Google Scholar]
  200. (2000) Metacognitive development. Current Directions in Psychological Science, 9 (5), 178–181. 10.1111/1467‑8721.00088
    https://doi.org/10.1111/1467-8721.00088 [Google Scholar]
  201. Lakoff, G. , & Johnson, M.
    (1980) Metaphors we live by. The University of Chicago Press.
    [Google Scholar]
  202. Lakoff, G. , & Turner, M.
    (1989) More than cool reason: A field guide to poetic metaphor. The Chicago University Press. 10.7208/chicago/9780226470986.001.0001
    https://doi.org/10.7208/chicago/9780226470986.001.0001 [Google Scholar]
  203. Langer, J. A.
    (1995) Envisioning literature: Literary understanding and literature instruction. Teachers College Press.
    [Google Scholar]
  204. (1998) Thinking and doing literature: An eight-year study. The English Journal, 87 (2), 16–23. 10.2307/821546
    https://doi.org/10.2307/821546 [Google Scholar]
  205. Lausberg, H.
    (1998) In clausulis. In H. Lausberg , D. E. Orton , & R. D. Anderson (Eds.). Handbook of literary rhetoric: A foundation of literary study (pp. 438–457). Brill.
    [Google Scholar]
  206. Lea, R. , Rapp, D. N. , Elfenbein, A. , Mitchel, A. D. , & Swinburne Romine, R.
    (2008) Sweet silent thought: Alliteration and resonance in poetry comprehension. Psychological Science, 19 (7), 709–716. 10.1111/j.1467‑9280.2008.02146.x
    https://doi.org/10.1111/j.1467-9280.2008.02146.x [Google Scholar]
  207. Lee, S. S. , & Dapretto, M.
    (2006) Metaphorical vs. literal word meaning: fMRI evidence against a selective role of the right hemisphere. NeuroImage, 29 (2), 536–544. 10.1016/j.neuroimage.2005.08.003
    https://doi.org/10.1016/j.neuroimage.2005.08.003 [Google Scholar]
  208. Lee, E. , Torrance, N. G. , & Olson, D. R.
    (2001) Young children and the say/mean distinction: Verbatim and paraphrase recognition in narrative and nursery rhyme contexts. Journal of Child Language28: 531–543. 10.1017/S0305000901004755
    https://doi.org/10.1017/S0305000901004755 [Google Scholar]
  209. Lenel, J. C. , & Cantor, J. H.
    (1981) Rhyme recognition and phonemic perception in young children. Journal of Psycholinguistic Research, 10 (1), 57. 10.1007/BF01067361
    https://doi.org/10.1007/BF01067361 [Google Scholar]
  210. Lenroot, R. K. , & Giedd, J. N.
    (2006) Brain development in children and adolescents: Insights from anatomical magnetic resonance imaging. Neuroscience and Behavioral Reviews, 30 (6), 718–729. 10.1016/j.neubiorev.2006.06.001
    https://doi.org/10.1016/j.neubiorev.2006.06.001 [Google Scholar]
  211. Levine, S.
    (2014) Making interpretation visible with an affect-based strategy. Reading Research Quarterly, 49 (3), 283–303. 10.1002/rrq.71
    https://doi.org/10.1002/rrq.71 [Google Scholar]
  212. Levine, S. , & Horton, W. S.
    (2013) Using affective appraisal to help readers construct literary interpretations. The Scientific Study of Literature, 3 (1), 105–136. 10.1075/ssol.3.1.10lev
    https://doi.org/10.1075/ssol.3.1.10lev [Google Scholar]
  213. Levorato, M. C. , & Cacciari, C.
    (1995) The effects of different tasks on the comprehension and production of idioms in children. Journal of Experimental Child Psychology, 60 (2), 261–283. 10.1006/jecp.1995.1041
    https://doi.org/10.1006/jecp.1995.1041 [Google Scholar]
  214. (2002) The creation of new figurative expressions: Psycholinguistic evidence in Italian children, adolescents and adults. Journal of Child Language, 29 , 127–150. 10.1017/S0305000901004950
    https://doi.org/10.1017/S0305000901004950 [Google Scholar]
  215. Limb, C. J. , & Braun, A. R.
    (2008) Neural substrates of spontaneous musical performance: An fMRI study of jazz improvisation. PLoS ONE, 3 (2), 1–9. 10.1371/journal.pone.0001679
    https://doi.org/10.1371/journal.pone.0001679 [Google Scholar]
  216. Liu, S. , Erkkinen, M. G. , Healey, M. L. , Xu, Y. , Swett, K. E. , Chow, H. M. , & Braun, A. R.
    (2015) Brain activity and connectivity during poetry composition: Toward a multidimensional model of the creative process. Human Brain Mapping, 36 (9), 3351–3372. 10.1002/hbm.22849
    https://doi.org/10.1002/hbm.22849 [Google Scholar]
  217. Locke, T.
    (2010) Reading, writing and speaking poetry. In D. Wyse , R. Andrews , & J. Hoffman (Eds.), The Routledge international handbook of English, language and literacy teaching (pp. 367–378). Routledge.
    [Google Scholar]
  218. Loughlin, S. M.
    (2013) Examining trans-symbolic and symbol-specific processes in poetry and painting (Unpublished doctoral dissertation), University of Maryland.
  219. Low, J. , & Wang, B.
    (2011) On the long road to mentalism in children’s spontaneous false-belief understanding: Are we there yet?Review of Philosophy and Psychology, 2 (3), 411–428. 10.1007/s13164‑011‑0067‑y
    https://doi.org/10.1007/s13164-011-0067-y [Google Scholar]
  220. Lubart, T.
    (2009) In search of the writer’s creative process. In S. B. Kaufman & J. C. Kaufman (Eds.), The psychology of creative writing (pp. 149–165). Cambridge University Press. 10.1017/CBO9780511627101.011
    https://doi.org/10.1017/CBO9780511627101.011 [Google Scholar]
  221. Lüdtke, J. , Meyer-Sickendieck, B. , & Jacobs, A. M.
    (2014) Immersing in the stillness of an early morning: Testing the mood empathy hypothesis of poetry reception. Psychology of Aesthetics, Creativity and the Arts, 8 (3), 363–377. 10.1037/a0036826
    https://doi.org/10.1037/a0036826 [Google Scholar]
  222. Maley, A. , & Duff, A.
    (2007) Literature. Oxford University Press.
    [Google Scholar]
  223. Maley, A. , & Moulding, S.
    (1985) Poem into poem. Cambridge University Press
    [Google Scholar]
  224. Margulis, E. H. , Levine, W. H. , Simchy-Gross, R. , & Kroger, C.
    (2017) Expressive intent, ambiguity, and aesthetic experience of music and poetry. PLoS ONE, 12 (7), e0179145. 10.1371/journal.pone.0179145
    https://doi.org/10.1371/journal.pone.0179145 [Google Scholar]
  225. Marzano, R. J.
    (1991) Cultivating thinking in English and the language arts. National Council of Teachers.
    [Google Scholar]
  226. (2003) Language, the language arts, and thinking. In J. Flood , D. Lapp , J. R. Squire & J. Jensen (Eds.), Handbook of research on teaching the language arts (2nd ed., pp. 687–716). Lawrence Erlbaum Associates.
    [Google Scholar]
  227. Maxwell, J. A.
    (2012) Qualitative research design: An interactive approach (3rd ed.). Sage.
    [Google Scholar]
  228. Mazza, N.
    (2003) Poetry therapy: Theory and practice. Brunner-Routledge.
    [Google Scholar]
  229. McGraw, H. W.
    (1929) Teaching the “Ancient Mariner”. English Journal, 18 , 732–738. 10.2307/803227
    https://doi.org/10.2307/803227 [Google Scholar]
  230. McIntyre, C. J.
    (2008) Olivia: A case study of one adolescent’s poetry writing processes. (Unpublished doctoral dissertation). The University of Oklahoma.
  231. McKeough, A.
    (1995) Teaching narrative knowledge for transfer in the early school years. In A. McKeough , J. Lupart , & A. Marini (Eds.), Teaching for transfer: Fostering generalization in learning. Lawrence Erlbaum Associates.
    [Google Scholar]
  232. McKeough, A. , Wigmore-MacLeod, B. , & Genereux, R.
    (2003) Narrative thought in childhood and adolescence hierarchical models of story composition and interpretation. In B. Apolloni , M. Marinaro , & R. Tagliaferri (Eds.), Neural nets (pp. 325–337). Lecture Notes in Computer Science, 2859 . 10.1007/978‑3‑540‑45216‑4_37
    https://doi.org/10.1007/978-3-540-45216-4_37 [Google Scholar]
  233. Menninghaus, W. , Wagner, V. , Wassiliwizky, E. , Jacobsen, T. , & Knoop, C. A.
    (2017) The emotional and aesthetic powers of parallelistic diction. Poetics, 63 , 47–59. 10.1016/j.poetic.2016.12.001
    https://doi.org/10.1016/j.poetic.2016.12.001 [Google Scholar]
  234. Meutsch, D. , & Schmidt, S. J.
    (1985) On the role of conventions in understanding literary texts. Poetics, 14 (6), 551–574. 10.1016/0304‑422X(85)90018‑X
    https://doi.org/10.1016/0304-422X(85)90018-X [Google Scholar]
  235. Miall, D. S.
    (2006) Literary reading: Empirical & theoretical studies. Peter Lang.
    [Google Scholar]
  236. Miall, D. S. , & Kuiken, D.
    (1994) Foregrounding, defamiliarization and affect: Response to literary stories. Poetics, 22 , 389–407. 10.1016/0304‑422X(94)00011‑5
    https://doi.org/10.1016/0304-422X(94)00011-5 [Google Scholar]
  237. (1995) Aspects of literary response: A new questionnaire. Research in the Teaching of English, 29 (1), 37–58.
    [Google Scholar]
  238. (2001) Shifting perspectives: Readers’ feelings and literary response. In W. Van Peer & S. Chatman (Eds.), New perspectives on narrative perspective (pp. 289–301). SUNY Press.
    [Google Scholar]
  239. Miller, J. H.
    (1977) The critic as host. Critical Inquiry, 3 (3), 439–447. 10.1086/447899
    https://doi.org/10.1086/447899 [Google Scholar]
  240. Miserandino, M.
    (1996) Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88 (2), 203–214. 10.1037/0022‑0663.88.2.203
    https://doi.org/10.1037/0022-0663.88.2.203 [Google Scholar]
  241. Mitchell, A. H.
    (2002) When I hear a poem, I want to write. In J. B. Elliott & M. M. Dupuis (Eds.), Young adult literature in the classroom (pp. 152–169). International Reading Association
    [Google Scholar]
  242. Moreno, S. , Marques, C. , Santos, A. , Santos, M. , Castro, S. L. , & Besson, M.
    (2009) Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity. Cerebral Cortex, 19 (3), 712–723. 10.1093/cercor/bhn120
    https://doi.org/10.1093/cercor/bhn120 [Google Scholar]
  243. Mueller, C. M. , & Dweck, C. S.
    (1998) Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75 (1), 33–52. 10.1037/0022‑3514.75.1.33
    https://doi.org/10.1037/0022-3514.75.1.33 [Google Scholar]
  244. Mukarovsky, J.
    (1964) The esthetics of language. A Prague School Reader on Esthetics, Literary Structure, and Style, 31-69.
    [Google Scholar]
  245. Murray, D.
    (1978) Internal revision: A process of discovery. In C. R. Cooper & L. O’Dell (Eds.), Research on composing: Points of departure (pp. 85–103). NCTE
    [Google Scholar]
  246. Myers, D.
    (2006) The elephants teach: Creative writing since 1880. The University of Chicago Press.
    [Google Scholar]
  247. National Endowment for the Arts
    National Endowment for the Arts (2018) U.S. trends in arts attendance and literary reading: 2002–2017. National Endowment for the Arts.
    [Google Scholar]
  248. Negretti, R.
    (2017) Calibrating genre: Metacognitive judgments and rhetorical effectiveness in academic writing by L2 graduate students. Applied Linguistics, 38 (4), 512–539.
    [Google Scholar]
  249. Nesi, B. , Levorato, M. C. , Roch, M. , & Cacciari, C.
    (2006) To break the embarrassment: Text comprehension skills and figurative competence in skilled and less-skilled text comprehenders. European Psychologist, 11 (2), 128–136. 10.1027/1016‑9040.11.2.128
    https://doi.org/10.1027/1016-9040.11.2.128 [Google Scholar]
  250. Newkirk, T.
    (1991) The high school years. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language arts (pp. 331–342). Routledge.
    [Google Scholar]
  251. Oatley, K.
    (2004) Emotions: A brief history. Blackwell. 10.1002/9780470776322
    https://doi.org/10.1002/9780470776322 [Google Scholar]
  252. Oatley, K. , Keltner, D. , & Jenkins, J. M.
    (2006) Understanding emotions. Blackwell.
    [Google Scholar]
  253. Obermeier, C. , Menninghaus, W. , von Koppenfels, M. , Raettig, T. , Schmidt-Kassow, M. , Otterbein, S. , & Kots, S. A.
    (2013) Aesthetic and emotional effects of meter and rhyme in poetry. Frontiers in Psychology, 4 , 1–10. 10.3389/fpsyg.2013.00010
    https://doi.org/10.3389/fpsyg.2013.00010 [Google Scholar]
  254. Obermeier, C. , Kotz, S. A. , Jessen, S. , Raettig, T. , von Koppenfels, M. , & Menninghaus, W.
    (2016) Aesthetic appreciation of poetry correlates with ease of processing in even-related potentials. Cogn Affect Behav Neurosci, 16 , 362–373. 10.3758/s13415‑015‑0396‑x
    https://doi.org/10.3758/s13415-015-0396-x [Google Scholar]
  255. Olson, D. R.
    (1994) The world on paper: The conceptual and cognitive implications of reading and writing. Cambridge University Press.
    [Google Scholar]
  256. Overton, W. F.
    (2010) Life-span development: Concepts and issues. In W. F. Overton (Ed.) Cognition, biology, and methods across the lifespan (Vol.1, pp. 1–29). John Wiley & Sons. 10.1002/9780470880166.hlsd001001
    https://doi.org/10.1002/9780470880166.hlsd001001 [Google Scholar]
  257. Patel, V. L. , & Groen, G. J.
    (1991) The general and specific nature of medical expertise: A critical look. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 93–125). Cambridge University Press.
    [Google Scholar]
  258. Perfect, K. A.
    (1999) Rhyme and reason: Poetry for the heart and head. Reading Teacher, 52 (7), 728–737.
    [Google Scholar]
  259. Perry, S.
    (2009) Writing in flow. In S. C. Kaufman & J. C. Kaufman (Eds.), The psychology of creative writing (pp. 213–224). Cambridge University Press. 10.1017/CBO9780511627101.015
    https://doi.org/10.1017/CBO9780511627101.015 [Google Scholar]
  260. Peskin, J.
    (1998) Constructing meaning when reading poetry. Cognition and Instruction, 16 (3), 235–263. 10.1207/s1532690xci1603_1
    https://doi.org/10.1207/s1532690xci1603_1 [Google Scholar]
  261. (2007) The genre of poetry: Secondary school students’ conventional expectations and interpretive operations. English in Education, 41 (3), 20–36. 10.1111/j.1754‑8845.2007.tb01162.x
    https://doi.org/10.1111/j.1754-8845.2007.tb01162.x [Google Scholar]
  262. (2010) The development of poetic literacy through the school years. Discourse Processes, 47 , 77–103. 10.1080/01638530902959653
    https://doi.org/10.1080/01638530902959653 [Google Scholar]
  263. Peskin, J. , Allen, G. , & Wells-Jopling, R.
    (2010) “The Educated Imagination”: Applying instructional research to the teaching of symbolic interpretation of poetry. Journal of Adolescent and Adult Literacy, 53 (6), 498–507. 10.1598/JAAL.53.6.6
    https://doi.org/10.1598/JAAL.53.6.6 [Google Scholar]
  264. Peskin, J. , & Ellenbogen
    (2019) Cognitive processes while writing poetry: An expert-novice study. Cognition and Instruction, 37 (2), 232–251. 10.1080/07370008.2019.1570931
    https://doi.org/10.1080/07370008.2019.1570931 [Google Scholar]
  265. Peskin, J. & Olson, D. R.
    (2004) On reading poetry: Implications for later language development. In R. Berman (ed.) Language development across childhood and adolescence: Psycholinguistic and crosslinguistic perspectives (pp. 211–232). John Benjamins. 10.1075/tilar.3.14pes
    https://doi.org/10.1075/tilar.3.14pes [Google Scholar]
  266. Peskin, J. , & Wells-Jopling, R.
    (2012) Fostering symbolic interpretation during adolescence. Journal of Applied Developmental Psychology, 33 (1), 13–23. 10.1016/j.appdev.2011.08.002
    https://doi.org/10.1016/j.appdev.2011.08.002 [Google Scholar]
  267. Peskin, J. , Comay, J. , Chen, X. , Prusky, C.
    (2016) Does Theory of Mind in pre-kindergarten predict the ability to think about a reader’s mind in elementary school compositions? A longitudinal study. Journal of Cognition and Development, 17 (3), 396–417. 10.1080/15248372.2015.1049697
    https://doi.org/10.1080/15248372.2015.1049697 [Google Scholar]
  268. Phelps, E. A.
    (2006) Emotion and cognition: Insights from studies of the human amygdala. Annual Review of Psychology, 57 , 27–53. 10.1146/annurev.psych.56.091103.070234
    https://doi.org/10.1146/annurev.psych.56.091103.070234 [Google Scholar]
  269. Phillips, A.
    (1997) Feeling expressed: Portrait of a young poet. Language Arts, 74 (5), 325–331.
    [Google Scholar]
  270. Piaget, J.
    (1965) The moral judgment of the child. Free Press.
    [Google Scholar]
  271. (1968) Six psychological studies. Random House.
    [Google Scholar]
  272. Piaget, J.
    ([1935] 1971) The new methods: Their psychological foundations. In J. Piaget , Science of education and psychology of the child (pp. 135–180). Longman.
    [Google Scholar]
  273. Piaget, J.
    (1972) Intellectual evolution from adolescence to adulthood. Human Development, 51 , 40–57. 10.1159/000112531
    https://doi.org/10.1159/000112531 [Google Scholar]
  274. ([1954] 1981) Third stage: Affects regulating intentional behavior. In T. A. Brown & C. E. Kaegi (Trans. and Eds.), Intelligence and affectivity: Their relationship during child development (pp. 41). Annual Reviews.
    [Google Scholar]
  275. Pieper, I. , & Strutz, B.
    (2018) Learners’ approaches to poetic metaphor: A think aloud study with secondary school students in Grade 6 and 9. L1- Educational Studies in Language and Literature, 18 , 1–35. 10.17239/L1ESLL‑2018.18.03.05
    https://doi.org/10.17239/L1ESLL-2018.18.03.05 [Google Scholar]
  276. Pieper, I. , & Wieser, D.
    (2012) Understanding metaphors in poetic texts: Towards a determination of interpretative operations in secondary school students’ engagement with imagery. L1-Educational Studies in Language and Literature, 12 , 1–26. 10.17239/L1ESLL‑2012.01.03
    https://doi.org/10.17239/L1ESLL-2012.01.03 [Google Scholar]
  277. Pirie, B.
    (1997) Reshaping high school English. National Council of English Teachers.
    [Google Scholar]
  278. (2002) Teenage boys and high school English. Heinemann.
    [Google Scholar]
  279. Plaut, D. C. , & Karmiloff-Smith, A.
    (1993) Representational development and Theory-of-Mind computations. Behavioral and Brain Sciences, 16 , 70–71. 10.1017/S0140525X0002906X
    https://doi.org/10.1017/S0140525X0002906X [Google Scholar]
  280. Pons, F. , Harris, P. L. , & de Rosnay, M.
    (2004) Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1 (2), 127–152. 10.1080/17405620344000022
    https://doi.org/10.1080/17405620344000022 [Google Scholar]
  281. Pope, A.
    (1711/1962) Essay on criticism. In D. J. Enright & E. Dechickera (Eds.), English critical texts (pp. 111–130). Oxford University Press.
    [Google Scholar]
  282. Rabinowitz, P.
    (1987) Before reading: Narrative conventions and the politics of interpretation. Cornell University Press.
    [Google Scholar]
  283. Rapp, A. M. , Leube, D. T. , Erb, M. , Grodd, W. , & Kircher, T. T. J.
    (2004) Neural correlates of metaphor processing. Cognitive Brain Research, 20 (3), 395–402. 10.1016/j.cogbrainres.2004.03.017
    https://doi.org/10.1016/j.cogbrainres.2004.03.017 [Google Scholar]
  284. Rawlinson, M.
    (2007) Wilfred Owen. In T. Kendall (Ed.), The Oxford handbook of British and Irish war poetry (pp. 114–133). Oxford University Press.
    [Google Scholar]
  285. Richards, I. A.
    (1924) The principles of literary criticism. Harcourt Brace. 10.4324/9780203278901
    https://doi.org/10.4324/9780203278901 [Google Scholar]
  286. (1929) Practical criticism: A study of literary judgement. Harcourt, Brace & World.
    [Google Scholar]
  287. Ritter, S. M. , & Dijksterhuis, A.
    (2015) Creativity – The unconscious foundations of the incubation period. Frontiers in Human Neuroscience, 8 , 215. 10.3389/fnhum.2014.00215
    https://doi.org/10.3389/fnhum.2014.00215 [Google Scholar]
  288. Robinson, E. , Goelman, H. , & Olson, D. R.
    (1983) Children’s relationship between expressions (what was said) and intentions (what was meant). British Journal of Developmental Psychology, 1 , 75–86. 10.1111/j.2044‑835X.1983.tb00545.x
    https://doi.org/10.1111/j.2044-835X.1983.tb00545.x [Google Scholar]
  289. Roebuck, C. D.
    (2015) Impact and import of poetry in high school pedagogy: A study of practice and student learning (Unpublished master’s thesis). Rutgers, The State University of New Jersey.
    [Google Scholar]
  290. Rohrer, T.
    (2005) Image schemata in the brain. In B. Hampe & J. Brady (Eds.), From perception to meaning: Image schemas in cognitive linguistics (pp. 165–196). Berlin: Mouton de Bruyter. 10.1515/9783110197532.2.165
    https://doi.org/10.1515/9783110197532.2.165 [Google Scholar]
  291. Rosenblatt, L. M.
    (1978) The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.
    [Google Scholar]
  292. Rosenblatt, L. M.
    (1985) The transactional theory of the literary work: Implications for research. In C. R. Cooper (Ed.), Researching response to literature and the teaching of literature (pp. 32–53). Ablex.
    [Google Scholar]
  293. (1995) Literature as exploration (5th ed.). Modern Language Association of America.
    [Google Scholar]
  294. Ruffman, T. , Olson, D. R. , & Torrance, N.
    (1990) Young children’s understanding of the relation between verbal ambiguity, visual ambiguity and false belief. Ms, Ontario Institute for Studies in Education, Toronto.
    [Google Scholar]
  295. Sadler-Smith, E.
    (2015) Wallas’ four-stage model of the creative process: More than meets the eye?Creativity Research Journal, 27 (4), 342–352. 10.1080/10400419.2015.1087277
    https://doi.org/10.1080/10400419.2015.1087277 [Google Scholar]
  296. Scardamalia, M. , & Bereiter, C.
    (1991) Literate expertise. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 172–194). Cambridge University Press.
    [Google Scholar]
  297. Scheepers, C. , Mohr, S. , Fischer, M. H. , & Roberts, A. M.
    (2013) Listening to limericks: A pupillometry investigation of perceivers’ expectancy. PLoS One, 8 (9), e74986. 10.1371/journal.pone.0074986
    https://doi.org/10.1371/journal.pone.0074986 [Google Scholar]
  298. Schmidt, S. J.
    (1989) On the construction of fiction and the invention of facts. Poetics, 18 , 319–335. 10.1016/0304‑422X(89)90035‑1
    https://doi.org/10.1016/0304-422X(89)90035-1 [Google Scholar]
  299. Schwabe, L. , & Wolf, O. T.
    (2010) Learning under stress impairs memory formation. Neurobiology of Learning and Memory, 93 (2), 183–188. 10.1016/j.nlm.2009.09.009
    https://doi.org/10.1016/j.nlm.2009.09.009 [Google Scholar]
  300. Schwartz, M.
    (1983) Two journeys through the writing process. College Composition and Communication, 32 (2), 188–201. 10.2307/357406
    https://doi.org/10.2307/357406 [Google Scholar]
  301. Schwartz, M. S. , & Fischer, K. W.
    (2004) Building general knowledge and skill: Cognition and microdevelopment in science learning. In A. Demetriou & A. Raftopoulos (Eds.), Cognitive development change: Theories, models, and measurement (pp. 157–185). Cambridge University Press.
    [Google Scholar]
  302. Schwartz, M. S. , & Sadler, P. M.
    (2007) Empowerment in science curriculum development: A micro-developmental approach. International Journal of Science Education, 29 (8), 987–1017. 10.1080/09500690600931053
    https://doi.org/10.1080/09500690600931053 [Google Scholar]
  303. Seeley, W. W. , Menon, V. , Schatzberg, A. F. , Keller, J. , Glover, G. H. , Kenna, H. , Reiss, A. L. , & Grecius, M. D.
    (2007) Dissociable intrinsic connectivity networks for salience processing and executive control. Journal of Neuroscience, 29 (9), 2349–2356. 10.1523/JNEUROSCI.5587‑06.2007
    https://doi.org/10.1523/JNEUROSCI.5587-06.2007 [Google Scholar]
  304. Shelley, P. B.
    (1820/1962) A defence of poetry. In D. J. Enright & E. Dechickera (Eds.), English critical texts (pp. 225–255). Oxford University Press.
    [Google Scholar]
  305. Shklovsky, V.
    (1965) Art as technique. In L. T. Lemon & M. J. Reis (Eds.), Russian formalist criticism: Four essays (pp. 3–24). University of Nebraska Press.
    [Google Scholar]
  306. Short, M.
    (Ed.) (1989) Reading, Analysing and Teaching Literature. Longman
    [Google Scholar]
  307. Siegler, R. S. , & Alibali, M.
    (2005) Children’s thinking (4th ed.). Pearson/Prentice Hall.
    [Google Scholar]
  308. Simpson, P.
    (2004) Stylistics: A resource book for students. Routledge. 10.4324/9780203496589
    https://doi.org/10.4324/9780203496589 [Google Scholar]
  309. Slater, F. C.
    (1964) King’s ride. In B. W. Rose & R. S. Jones (Eds.), Modern narrative poetry (pp. 10–13). Thomas Nelson and Sons.
    [Google Scholar]
  310. Sloan, G.
    (2003) Give them poetry!Teachers College.
    [Google Scholar]
  311. Slobin, D. I.
    (1977) Language change in childhood and in history. In J. Macnamara (Ed.), Language learning and thought (pp.185–215). Academic Press.
    [Google Scholar]
  312. Smith, M. W. , & Wilhelm, J. D.
    (2004) “I just like being good at it”: The importance of competence in the literate lives of young men. Journal of Adolescent & Adult Literacy, 47 (6), 454–461.
    [Google Scholar]
  313. (2006) Going with the flow: How to engage boys (and girls) in their literacy learning. Heinemann.
    [Google Scholar]
  314. Spender, S.
    [1933] (2004)New collected poems. Faber and Faber.
    [Google Scholar]
  315. Steinbergh, J. W.
    (1999) Mastering metaphor through poetry. Language Arts, 76 (4), 324–331.
    [Google Scholar]
  316. Steinley, G.
    (1982) Symbologizing: Recognizing and naming symbols. College English, 44 (1), 44–56. 10.2307/377198
    https://doi.org/10.2307/377198 [Google Scholar]
  317. Sternberg, R. J. , & Horvath, J. A.
    (1995) A prototype view of expert teaching. Educational Researcher, 24 , 9–17. 10.3102/0013189X024006009
    https://doi.org/10.3102/0013189X024006009 [Google Scholar]
  318. Stevens, V.
    (2014) To think without thinking: The implications of combinatory play and the creative process for neuroaesthetics. American Journal of Play, 7 (1), 99–119.
    [Google Scholar]
  319. Stringaris, A. K. , Nicholas, G. M. , Giampietro, V. , Brammer, A. J. , & David, A. S.
    (2007) Deriving meaning: Distinct neural mechanisms for metaphoric, literal, and non-meaning sentences. Brain and Language, 100 (2), 150–162. 10.1016/j.bandl.2005.08.001
    https://doi.org/10.1016/j.bandl.2005.08.001 [Google Scholar]
  320. Sumpter, M.
    (2016) Shared frequency: Expressivism, social constructionism, and the linked creative writing-composition class. College English, 78 (4), 340–363.
    [Google Scholar]
  321. Svensson, C.
    (1987) The construction of poetic meaning: A developmental study of symbolic and non-symbolic strategies in the interpretation of contemporary poetry. Poetics, 16 , 471–503. 10.1016/0304‑422X(87)90014‑3
    https://doi.org/10.1016/0304-422X(87)90014-3 [Google Scholar]
  322. Thomas, D.
    [1951] (2012)Dylan Thomas – poems. Poemhunter.com – The World’s Poetry Archive.
    [Google Scholar]
  323. Tobin, J.
    (2004) Creativity and the poetic mind. Peter Lang.
    [Google Scholar]
  324. Tononi, G. , Edelman, G. M. , & Sporns, O.
    (1998) Complexity and coherency: Integrating information in the brain. Trends in Cognitive Sciences, 2 (12), 474–484. 10.1016/S1364‑6613(98)01259‑5
    https://doi.org/10.1016/S1364-6613(98)01259-5 [Google Scholar]
  325. Toohey, P.
    (1996) Epic lessons: An introduction to ancient didactic poetry. Routledge.
    [Google Scholar]
  326. Torrance, N. , & Olson, D. R.
    (1985) Oral and literate competencies in the early school years. In D. R. Olson , N. Torrance , & A. Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 256–284). Cambridge University Press.
    [Google Scholar]
  327. Tsur, R.
    (1992) What makes sound patterns expressive? The poetic mode of speech perception. Duke University Press.
    [Google Scholar]
  328. Tsur, R. , & Gafni, C.
    (2019) Methodological issues in the study of phonetic symbolism. Scientific Study of Literature, 9 (2), 194–228. 10.1075/ssol.19001.tsu
    https://doi.org/10.1075/ssol.19001.tsu [Google Scholar]
  329. (2022) Sound–Emotion interaction in poetry: Rhythm, phonemes, voice quality. John Benjamins. 10.1075/lal.39
    https://doi.org/10.1075/lal.39 [Google Scholar]
  330. Tudge, J. , & Rogoff, B.
    (1989) Peer influence on cognitive development: Piagetian and Vygotskian perspectives. In H. Bornstein & J. Bruner (Eds.), Interaction in human development (pp. 17–41). Lawrence Erlbaum Associates.
    [Google Scholar]
  331. Tyson, L.
    (2006) Critical theory today: A user-friendly guide. Routledge.
    [Google Scholar]
  332. Vallerand, R. J. , Fortier, M. S. , & Guag, F.
    (1997) Self-determination and persistence in real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72 (5), 1161–1176. 10.1037/0022‑3514.72.5.1161
    https://doi.org/10.1037/0022-3514.72.5.1161 [Google Scholar]
  333. van Dijk, T. A. , & Kintsch, W.
    (1983) Strategies for discourse comprehension. Academic Press.
    [Google Scholar]
  334. Van Peer, W.
    (1986) Stylistics and psychology: Investigations of foregrounding. Croom Helm.
    [Google Scholar]
  335. (1990) The measurement of metre: Its cognitive and affective functions. Poetics, 19 , 259. 10.1016/0304‑422X(90)90023‑X
    https://doi.org/10.1016/0304-422X(90)90023-X [Google Scholar]
  336. Van Peer, W. , & Hakemulder, J.
    (2006) Foregrounding. In K. Brown (Ed.), Encyclopedia of language and linguistics (2nd ed., Vol.4, pp. 546–551). Elsevier. 10.1016/B0‑08‑044854‑2/00511‑3
    https://doi.org/10.1016/B0-08-044854-2/00511-3 [Google Scholar]
  337. van Schooten, E. , & de Glopper, K.
    (2003) The development of literary response in secondary education. Poetics, 31 , 155–187. 10.1016/S0304‑422X(03)00029‑9
    https://doi.org/10.1016/S0304-422X(03)00029-9 [Google Scholar]
  338. van Schooten, E. , de Glopper, K. , & Stoel, R.
    (2004) Development of attitude toward reading adolescent literature and literary reading behavior. Poetics, 32 (5), 343–386. 10.1016/j.poetic.2004.07.001
    https://doi.org/10.1016/j.poetic.2004.07.001 [Google Scholar]
  339. Verdonk, P.
    (2013) The stylistics of poetry: Context, cognition, discourse and history. Bloomsbury.
    [Google Scholar]
  340. Veronneau, M. H. , Koestner, R. F. , & Abela, J. R. Z.
    (2005) Intrinsic need satisfaction and well-being in children and adolescents: An application of the self-determination theory. Journal of Social and Clinical Psychology, 24 (2), 280–292. 10.1521/jscp.
    https://doi.org/10.1521/jscp. [Google Scholar]
  341. Vosniadou, S.
    (1987) Children and metaphors. Child development, 870–885. 10.2307/1130223
    https://doi.org/10.2307/1130223 [Google Scholar]
  342. Vygotsky, L. S.
    (1978) Mind in society: The development of higher psychological processes. Harvard University Press.
    [Google Scholar]
  343. (1987) The collected works of L. S. Vygotsky: Problems of general psychology, Plenum.
    [Google Scholar]
  344. Wade, B. , & Sideway, S.
    (1990) Poetry in the curriculum: A crisis of confidence. Educational Studies, 16 (1), 75–83. 10.1080/0305569900160106
    https://doi.org/10.1080/0305569900160106 [Google Scholar]
  345. Wainwright, J.
    (2004) Poetry: The basics. Routledge. 10.4324/9780203644065
    https://doi.org/10.4324/9780203644065 [Google Scholar]
  346. Wallas, G.
    (1926) The art of thought. Jonathan Cape.
    [Google Scholar]
  347. Warren, J. E.
    (2011) “Generic” and “specific” expertise in English: An expert/expert study in poetry interpretation and academic argument. Cognition and Instruction, 29 , 349–374. 10.1080/07370008.2011.607929
    https://doi.org/10.1080/07370008.2011.607929 [Google Scholar]
  348. (2006) Literary scholars processing poetry and constructing arguments. Written Communication, 23 (2), 202–226. 10.1177/0741088306286864
    https://doi.org/10.1177/0741088306286864 [Google Scholar]
  349. Wassiliwizky, E. , Koelsch, S. , Wagner, V. , Jacobsen, T. , & Menninghaus, W.
    (2017) The emotional power of poetry: Neural circuitry, psychophysiology and compositional principles. Social Cognitive and Affective Neuroscience, 12 (8), 1229–1240. 10.1093/scan/nsx069
    https://doi.org/10.1093/scan/nsx069 [Google Scholar]
  350. Wexler, B.
    (2003) Opinion: Poetry is dead. Does anybody really care?Newsweek, (May5).
    [Google Scholar]
  351. Widdowson, H.
    (1975) Stylistics and the teaching of literature. Longman.
    [Google Scholar]
  352. Wilder, L.
    (2005) The rhetoric of literary criticism” revisited: Mistaken critics, complex contexts, and social justice. Written Communication, 22 , 76–119. 10.1177/0741088304272751
    https://doi.org/10.1177/0741088304272751 [Google Scholar]
  353. Wimsatt, W. K. , & Beardsley, M. C.
    (1954) The verbal icon: Studies in the meaning of poetry. University of Kentucky Press.
    [Google Scholar]
  354. Wineburg, S.
    (1991a) On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28 , 495–519. 10.3102/00028312028003495
    https://doi.org/10.3102/00028312028003495 [Google Scholar]
  355. Wineburg, S.
    (1991b) Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83 , 73–87. 10.1037/0022‑0663.83.1.73
    https://doi.org/10.1037/0022-0663.83.1.73 [Google Scholar]
  356. Winner, E. , McCarthy, M. , & Gardner, H.
    (1980) The ontogenesis of metaphor. In R. Honeck & R. Hoffman (Eds.), Cognition and figurative language (pp. 341–361). Lawrence Erlbaum Associates.
    [Google Scholar]
  357. Wischgoll, A.
    (2016) Combined training of one cognitive and one metacognitive strategy improves academic writing skills. Frontiers in Psychology, 7 (Article 187), 1–13. 10.3389/fpsyg.2016.00187
    https://doi.org/10.3389/fpsyg.2016.00187 [Google Scholar]
  358. Wood, D. , Bruner, J. S. , & Ross, G.
    (1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17 , 89–100. 10.1111/j.1469‑7610.1976.tb00381.x
    https://doi.org/10.1111/j.1469-7610.1976.tb00381.x [Google Scholar]
  359. Wordsworth, W.
    (1802/1962) Preface to the lyrical ballads. In D. J. Enright & E. Dechickera (Eds.), English critical texts (pp. 162–189). Oxford University Press.
    [Google Scholar]
  360. Yakolev, P. I. , & Lecours, A. R.
    (1967) The myelongenetic cycles of regional maturation of the brain. In A. Minkowki (Ed.), Regional development of the brain in early life (pp. 3–70). Blackwell Scientific.
    [Google Scholar]
  361. Zimmerman, B. J. , & Bandura, A.
    (1994) Impact of self-regulatory influences on writing course attainment. American Educational Research Journal 31 (4), 845–862. 10.3102/00028312031004845
    https://doi.org/10.3102/00028312031004845 [Google Scholar]
  362. Zimmerman, B. J. , & Kitsantis, A.
    (2002) Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94 (4), 660–668. 10.1037/0022‑0663.94.4.660
    https://doi.org/10.1037/0022-0663.94.4.660 [Google Scholar]
  363. Zimmerman, B. J. , & Kitsantas, A.
    (2007) A writer’s discipline: The development of self- regulatory skill. In P. Boscolo & S. Heidi (Eds.), Writing and Motivation (pp. 51–69). Elsevier.
    [Google Scholar]
  364. Zyngier, S.
    (2020) Postscript: Pedagogical stylistics: Past and future. Language and Literature, 29 (4), 446–453. 10.1177/0963947020968666
    https://doi.org/10.1177/0963947020968666 [Google Scholar]
-contentType:Journal -contentType:Chapter
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error