The Development of Poetic Literacy During the School Years
The Development of Poetic Literacy During the School Years
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学年期间诗歌素养的发展
DOI：
10.1080/01638530902959653
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发表时间：
2010
影响因子：
2.2
通讯作者：
J. Peskin
中科院分区：
文献类型：
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作者：
J. Peskin
越来越多的人认为，对于受过训练的读者来说，诗歌文本处理涉及体裁决策，这触发了基于体裁的传统期望，并将注意力引向文本设备。本研究探讨学生如何认识和处理文本中的诗歌与散文形式在不同的点在他们的文学教育。这项研究比较了48名学生，4年级、8年级和12年级各16名，他们在阅读诗歌和散文时大声思考。结果显示，四年级学生还没有把一首诗归类为一首诗。八年级学生比四年级学生做出了更多的诗歌体裁分类，但只有十二年级的学生花更多的时间处理诗歌形式的文本，而不是散文，大声思考他们基于体裁的期望和文本设备。发展诗歌素养所需的知识结构似乎需要一个长期的正规文学教育过程。
There is growing consensus that, for trained readers, poetic-text processing involves a genre decision, which triggers genre-based conventional expectations and directs attention to the textual devices. This research examines how students recognize and process texts in poetic versus prose form at different points during their literary education. The study compared 48 students, 16 in each of Grades 4, 8, and 12 as they thought aloud when reading poems in the graphic shape of poetry, as well as prose. Results showed that the 4th graders did not yet categorize a poem as a poem. The 8th graders made significantly more poetic-genre categorizations than the 4th graders, but only the 12th graders spent more time processing the texts in poetic form than prose, thinking aloud about their genre-based expectations and the textual devices. Developing the structure of knowledge needed for poetic literacy seems to require a long process of formal literary education.