Abstract

The goal of this research was to find out how multimodal literacy can help pupils improve their reading skills. The changing nature of communication has underlined the importance of students developing multimodal literacy. Even though the traditional method of asking a series of questions to elicit students’ comprehension has helped build reading and comprehension skills, teachers could provide more support in the form of language, pedagogical scaffolds, and technological tools to develop students’ critical viewing of multimodal texts. This study is qualitative in nature. Interviews, observation, and documentation were used to gather information. Systemic functional theory, multimodality, and media studies are all used to inform the method. The researchers outline the teaching technique as well as the study that was undertaken to help students achieve multimodal literacy. New descriptors of language and literacy standards are offered within the framework of multimodal literacy, which is the literacy required in today’s society for reading, seeing, responding to, and producing multimodal and digital texts

Keywords

Multimodality, multimodal literacy, reading, systemic functional theory