This study examines the relationship between letter-based text reading ability and multimodal text reading ability, and presents implications for multimodal text reading education. To this end, evaluation elements for assessing the two reading abilities were constructed, and a test sheet was created; thereafter, the relationship between the two reading abilities was confirmed. The results showed that not only did the two reading abilities have a similar tendency, but there was a somewhat high degree of correlation between them. However, the correlation analysis of the evaluation elements showed that the two reading abilities were slightly different. These results imply multimodal text reading education should be provided and its content should be concrete.