This study provides an empirical foundation for the reading education of multimodal text by analyzing different aspects of the comprehension of complex modality. Therefore, learners’ understanding was examined 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 deciphered styles depending on their own reading path in literal and inferential reading of multimodal texts. Additionally, they constructed meaning 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.