Intro
A Life with Poetry
Editorial page
Title page
Copyright page
Table of contents
Acknowledgments
Chapter 1. A developmental approach to poetry
1.1Introduction
1.2Reading and writing poetry in the 21st century
1.3Exemplifying development in poetry
Without glasses
1.4The aims and scope of this book
Chapter 2. Cognitive development and expertise
2.1Processes directing early conceptual development
2.2Understanding the development of expertise
2.2.1Theories about expertise
2.2.2Stage theory
2.2.3Sequence of understandings
2.2.4Spontaneous versus non-spontaneous (scientific) concepts
2.2.5Representational redescription theory
2.3Emotional and attitudinal influences on cognition
2.3.1Emotional factors
2.3.2Attitudinal factors
2.4Cognition and brain development
2.5A model of the interactive processes
Chapter 3. The reading of poetry
3.1Theoretical positions
3.2Empirical research
3.2.1Phonological features
3.2.2Graphic forms
3.2.3Emotional responses
3.3Reading and developmental patterns
Chapter 4. Cognitive development and expertise in reading poetry
4.1From novice to expert readers
4.2Development through the school years
4.2.1Early development of inferential meaning
4.2.2Early development of metaphoric meaning
4.2.3Development of poetic reading through the school years
4.3The development of poetry reading
Chapter 5. The writing of poetry
5.1Early qualitative models of writing
5.1.1Component processes
5.1.2Concerns about early research
5.2Theories from the domain of general creativity
5.3Writing poetry and development patterns
Chapter 6. Cognitive development and expertise in writing poetry
6.1From novice to expert writers
6.1.1New data on timing effects in the writing process
6.1.2A later model.

6.2Development through the preschool and school years
6.2.1Early development of wordplay
6.2.2Development of metaphoric language
6.2.3Empirical studies on children's writing
6.3New data on poetry writing during the school years
6.4The development of poetry writing
Acknowledgements
Chapter 7. Teaching poetry writing and reading
7.1Pedagogical theories of poetry writing
7.1.1Approaches to the teaching of writing
7.1.2Developmental processes in the teaching of writing
7.2Pedagogical theories of poetry reading
7.2.1Approaches to the teaching of reading
7.2.2Developmental processes in the teaching of reading
Chapter 8. Research on the teaching of poetry
8.1Pedagogical studies
8.2Particular issues
8.2.1Non-literal thinking
8.2.2Relationships between reading and writing
8.2.3Interdisciplinary interactions
8.2.4Expert mentoring and instruction
8.2.5Metacognition
8.3Principles of poetry pedagogy
Chapter 9. Developmentally informed poetry education
9.1Summary of the developmental sequence in poetic literacy
9.2A holistic model of development
9.2.1Neurocognitive maturation
9.2.2Social contexts: Cultural and educational considerations
9.2.3Attitudinal factors
9.3Recommendations for a developmentally informed poetry pedagogy
9.3.1Kindergarten to 4th grade: Auditory-playful engagers
9.3.2From 5th to 10th grade: Plain sense readers and basic-form writers
9.3.3From 11th grade to adult novices: Generic literary readers and writers
9.3.4Experts: Poets and critics
9.4Final thoughts
References
Subject index
Name index.