Using Multimodal Text to Support Learning in the Developmental Curriculum Cycle

The study realizes a theoretical approach that reviews the literature by bringing key arguments and concepts that support the introduction of multimodal text in the school curriculum as a support in learning and understanding texts for students in the developmental curriculum cycle. Definitions of key concepts regarding multimodal text, comics, literacy, literacy are highlighted. From a conceptual point of view we are trying to formulate certain concepts and to emphasize the need to introduce multimodal text in the primary school curriculum, thus helping teachers and students through recreational activities that will lead to the development of literacy. With the help of multimodal text you develop: the ability to interpret a text, improve critical thinking, lifelong learning, effective communication and last but not least adaptability. A multimodal text is characterized by the fact that it is a literary narrative text in which two or more modes of communication (written, read, spoken) are combined in order to convey information through spoken or written language in combination with images, sounds, gestures and lights. We believe that multimodal text plays a significant role in the development of literacy, contributing to the formation of competent and critical readers and communicators. The interaction between literacy and multimodal text promotes a deeper and more nuanced understanding of information, essential for active and informed participation in contemporary society.