Reading Reception, Comprehension, and Performance Evaluation of Child Readers in the Era of Functional Illiteracy

Abstract

Abstract
This study examines the written language skills of primary school students through the teaching of multimodal texts, analyzing both theoretical and practical aspects of language development and instruction. It presents the main approaches to literacy development and the contribution of multimodality in the field of written language. The focus lies on the effectiveness of teaching multimodal texts in the educational process, particularly on text comprehension, highlighting their positive impact on students' writing production and development. Emphasis is placed on students' interest and creativity, as well as the enhancement of content, vocabulary, cohesion, and structure in their written work—especially in the current era, prior to being overtaken by scientific findings regarding functional illiteracy in education.