Abstract
Reading English is required for high school students to gain language proficiency, enhance their cultural awareness, and broaden their global perspective. This study incorporates the theory of multimodal discourse analysis into English reading teaching for high school students based on the principles of social semiotics and systemic functional linguistics. The results indicate that utilizing multimodal discourse analysis theory in high school English reading enhances students' focus in class and boosts their English reading scores. Additionally, it facilitates their comprehension of text information and establishes a solid basis for developing multiple literacies.
 
 Keywords: Multimodal discourse analysis theory; Senior high school; English reading teaching
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