This paper explores the cultivation of STEAM literacy through the employment of practices derived from traditional reading strategies. This teaching and learning framework focuses on utilizing multimodal texts to increase exposure and opportunities for students to creatively explore diverse realms of STEM through the arts. Featuring student-centered endeavors through self-selected texts and in-class reading practices followed by tiered scaffolded discourse engagements, this framework initiates greater interest, autonomy, and culturally and linguistically authentic practices enhancing STEAM literacy. Embedded in the implications is the deconstruction of frequently aggregated STEM data that "overrepresents" the Asian demographic. Using the lens of the model minority myth, this paper attempts to disaggregate the Asian category, illuminating the actual diaspora that makes up the Asian and Asian American communities, many of which are not represented in STEM fields. Through more reading opportunities and fostering discourse practices, the arts contribute greater inclusion, cultivating STEAM literacy for "all" students.