This study proposed a multiple-text reading education direction based on multiple-text textuality by synthesizing text theories and multiple- text reading theories. Therefore, the existing traditional discussion on textuality was modified to conceptualize multi-documental textuality, and suggest standards. Thereafter, it proposes mechanisms and directions for multi-document reading education. What must be considered in multiple-text reading education is that readers should be taught to construct meaning by applying the six criteria of multiple-text textuality in a balanced way, and categories that affect multiple-text textuality, elements, and principles of multi-text reading. Multi-text reading levels were suggested for hierarchical implementation by the school or grade level, considering the performance level.