The aim of this study is to explore students’ perspectives on reading comprehension through visual support in Swedish language teaching. The study is grounded in a multimodal theoretical framework where meaning-making is understood as an interaction between verbal and visual semiotic resources. Drawing on the concepts of multimodal reading comprehension as a meaning-making process, visual literacy and students’ active role, and mediation in pedagogical practice, the study examines how visual elements are used, interpreted, and given meaning in relation to students’ understanding and experiences of texts. 

The study adopts a qualitative research design based on classroom observations and semi-structured interviews with primary school students. The empirical data were analyzed using theoretically informed thematic analysis. 

The findings show that visual support is an integrated part of everyday instruction, appearing in textbooks, digital platforms, and teachers’ visual presentations. Students generally perceive visual illustrations as supportive for comprehension because they help concretize content, create coherence, and function as cognitive and motivational resources. However, variations in students’ experiences suggest differing levels of visual literacy and highlight the importance of pedagogical mediation. The results also indicate that visual elements may influence students’ text choices by increasing perceived accessibility and engagement. 

In conclusion, the study demonstrates that visual support should not be viewed merely as a supplementary feature but as a meaning-bearing resource whose pedagogical potential depends on conscious integration and critical engagement in teaching practice. The study contributes a student-centered perspective to multimodal reading research and emphasizes the importance of inclusive and reflective instructional strategies.