The formation of multimodal text reading comprehension skills for secondary school students in Vietnam is an important and necessary task to help learners know how to read multimodal texts more effectively and respond to new requirements for text reading comprehension in Literature. The purpose of this article is to present concepts and characteristics of multimodal text; survey multimodal text in curriculum and Literature textbooks of Vietnam and a number of countries around the world; assessing the status of teaching multimodal text reading comprehension in secondary schools in the North of Vietnam. From there, we propose methods of teaching multimodal text reading comprehension for secondary school students including 1/ Organizing for students to read the features and functions of multi-modal text; 2/ Teaching reading comprehension of multimodal text in a multimedia environment. In the article, we use research methods: retrospective documentation, investigation survey.

Topics
Students, Educational stages, Curriculum, Teaching, Textbooks
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