Fostering Cultural Schema Using Metacognitive Scaffolding and a Culturally Diverse Picture Book: Tools for Educators

ABSTRACT Culturally and linguistically diverse children's literature offers valuable opportunities for students to develop their critical literacy skills, yet many discussions in the classroom remain at the surface level of comprehension rather than fostering a deeper engagement with the text. This article demonstrates how explicit metacognitive prompting across pre‐, post‐, and during‐reading phases can leverage students' cultural schemas and shape their textual interpretations. We use a culturally and linguistically diverse picture book, King for a Day , to illustrate how strategic prompting can move students beyond identifying diversity towards recognizing how their own cultural background influences their reader's lens. The article provides educators with a practical framework for incorporating adaptable prompts to leverage and build their students' cultural schemas, enhancing their reading comprehension and developing their vocabulary awareness. This approach equips teachers with ways to incorporate metacognitive scaffolding and students with the tools to become more reflective readers.