People produce and consume a tremendous amount of information in the age of advanced information and communication technology. One of the essential proficiencies required in this society is a set of literacy skills to read, evaluate, and synthesize information from multiple documents (i.e., multiple text comprehension). This study conceptualizes the multiple text comprehension, reviews the previous backgrounds and developments of the research, and provides future directions. Multiple text comprehension is defined as constructing meaning from more than two texts that are timely adjacent and thematically similar. The research on multiple text comprehension has been developed based on three relevant studies/models: (1) intetextuality studies, (2) comparative studies of expert-novice reading in historical education, and (3) document models. As a result, there is a growing number of research findings about cognitive and non-cognitive factors that influence multiple text comprehension, as well as reading process of multiple documents. In addition, researchers become to focus on instructional studies of how to teach and assess comprehension of multiple texts. Based on the current research trends and findings, remaining works and future directions for the research on multiple text comrpehension are discussed.