The objective of this research was to examine the interactive relationship between reading comprehension and writing skills. This study formed part of a wider investigation, during which an intervention programme was designed, implemented, and evaluated. This programme focused on enhancing the reading comprehension of multimodal comparative expository texts, as well as the writing and metacognition of fifth-grade elementary students. This study employed a qualitative quasi-experimental case study design with action research elements. It was conducted in two co-located urban primary schools in Heraklion, Crete. The sample consisted of 41 students. The findings indicated that teaching reading comprehension strategies that consider multimodal features and text structure, along with utilising social and procedural scaffoldings, led to improved comprehension outcomes and a positive impact on the writing quality of the sample.