Li Xin · Suh Hyuk This study provides an empirical foundation for the reading educa- tion of multimodal text by analyzing different aspects of the comprehen- sion of complex modality. Therefore, learners’ understanding was exam- ined using a questionnaire comprising level of literal, inferential, critical. Additionally, their reading processes were confirmed based on the results of indepth interviews. The result of the analysis confirmed that learners identified and de- ciphered styles depending on their own reading path in literal and infer- ential reading of multimodal texts. Additionally, they constructed mean- ing by combining various styles depending on the context. In addition, critical reading evaluated the appropriateness of use of the form and text design, as well as confirmed aspects of ideology.