This naturalistic basic interpretive inquiry study investigated what individual and social meanings students constructed while engaging with paired picture books presented in two different languages: One in English and the other in Arabic. The research aimed to uncover how middle grade male students interpreted and comprehended the narratives and themes of the paired picture books; specifically, how possible language background influences were shaping their comprehension and interaction with given texts, through intertextual engagement, within and across languages. A total of 12 eighth-grade students participated in this paired picture books qualitative interpretive study. By examining the students' responses and interactions, the study sought to reveal the possible differentiational and nuanced ways in which language and cultural context shape their interpretation. This research aimed to provide insights into the cognitive and social comprehension processes involved in literary experiences. It also sought to explore the potentiality of paired picture books to serve as a bridge between languages and cultures in educational settings. Using a qualitative data analysis approach, the study intended to highlight the meanings that might emerge from the students' engagement with the paired picture books, offering a deeper understanding of the language's role in shaping literary comprehension and social interaction. The major findings highlight the potential benefits of incorporating intertextual methods into reading curricula. Different meanings intertextually constructed individually, and socially showed how paired picture books in two languages played a significant role in enriching reading comprehension. These findings validate the theoretical frameworks discussed in Chapter 1. These theories advocate that intertextuality is a mechanism of mind used to comprehend texts, and reading comprehension is Psycho-linguistic and Socio-Psycho-linguistic process. They believed when students are given a chance to infer and draw conclusions and highly participate in meaning creation, their learning is enhanced and becomes more productive. They also claim that meaning is not simply discovered by the reader, but it is constructed and shaped by their background, context, the text itself, and social interaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]