Abstract: This paper employs the CiteSpace visualization tool to conduct a bibliometric analysis of literature on multi-text reading from the CNKI database. Through examining publication trends, institutional and author distributions, it has revealed the current status and evolutionary trajectory of this field. Findings show that publications on multi-text reading have exhibited a significant growth trend, with research strength primarily concentrated in regions such as Chongqing and Sichuan. However, collaboration networks among authors and institutions remain relatively loose. Notably, current research hotspots largely revolve around strategies of the Chinese reading instruction at the primary, junior secondary, and senior secondary levels within the framework of core literacy. Therefore, future research should delve into dimensions such as Chinese literacy enhancement and information technology integration. It should also focus on student-centered development and cultural heritage preservation. These efforts aim to provide theoretical support and practical reference for Chinese teaching reform and classroom practice.