This study aims to demonstrate how interactions between a Visual Analytics (VA) application and students shape an interactive and multimodal reading practice. VA is a technology offering support with analysing vast amounts of data through visualisations. Such information-rich interactive interfaces provide possibilities for students to gain insights, find correlations, draw conclusions and gain insights, but they also generate complexities concerning how to 'read' multimodal information on a screen. Inspired by Design-Based Research, interventions were designed and conducted in five social science secondary classrooms. The interactions between the VA application Statistics eXplorer and the students were video captured. A socio-material semiotic approach guides the analyses of how interactions between all actors (the interactive visualisations, the written text, the teachers, students, etc.) produce a reading network. The results show a reading characterised by being performative, collaborative, and dynamic. A combination of visuals and text supports the reading. However, visuals such as colour, highlighting and movement dominantly attract students' attention, while written text often becomes subordinate and sometimes even 'invisible'. Hence, this paper argues that it is vital for teachers to didactically support students' visual reading skills.