Images play an important role in our daily lives. In history class, it is also an important part of various historical documents. However, identification and description of multimodal literacy skills required by secondary students to read both image and text have been poorly studied. In history class, considering that the learning process occurs through reading (Moniot, 1993) and its understanding (Cartier, 2003a), a study was conducted on secondary three students in four subjects in order to know their specific skills in interpreting various modes (visual, textual, sound and kinetic). Two comics were used that deal with a historical topic related to the curriculum for the secondary level. Results show that their skills in multimodal literacy seem minimal: they are unable to make visual and textual inferences at the same time, interpreting a single mode at a time rather than two simultaneously; moreover, they appear to have difficulty in interpreting the complementary information provided by the use of images (Martel & Cartier, 2015).