Enhancing Easthetic Reading through Metacognitive Strategies: Strengthening Agency and Bridging Divides

• In Event: Roundtable Session V
  In Roundtable Session: Utilizing Unique Reading Techniques to Engage with Children’s Literature

Abstract

This study examines how metacognitive strategies enhance aesthetic reading among bilingual middle-school students, drawing on Rosenblatt’s reader-response theory and Flavell’s metacognition. Through case study methods, it explores how self-regulation fosters deeper literary engagement and comprehension. Findings highlight how metacognitive strategies help students bridge linguistic and cognitive divides, strengthening agency in reading and fostering meaningful literary experiences. This research underscores the role of metacognition in empowering bilingual students to navigate language, culture, and literature with confidence.

Author

• Natalya Stepanova, University of South Carolina