利用元认知支架和多元文化图画书培养文化模式：教育者的工具

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