The aim of this study was to design a model for the development of communication literacy in elementary school students. To present this model , a qualitative method of grounded theory based on the Strauss and Corbin approach was used. The research population consisted of specialists in the fields of educational sciences, psychology, and child counseling who were familiar with elementary schools. Among them, 20 people were selected as theoretical sampling to conduct in-depth, informal and semi-structured interviews. The validation of the findings was examined and evaluated in several stages by carefully selecting the questions and conducting three pilot interviews with experts, specialists, and those proficient in qualitative research. Three stages of coding, "open, axial and selective", were used to analyze the data, the results of which indicate (965) primary concepts, 48 subcategories and 18main categories. Accordingly, the results, within the framework of the paradigmatic model, namely causal causes in 4 categories; "intrapersonal factors, interpersonal factors, organizational and family factors", the main phenomenon of the category "development of communication literacy", strategies in 3 categories; "Educational, organizational and social", background conditions in 4 categories; "Awareness, skills development, interaction opportunities and organizational communications", environmental conditions in 5 categories; "Social environment, cultural environment, economic factors, political factors, environmental factors" and consequences in 2 categories; "Individual and social development and community development" were discovered. Integrating categories based on the relationships between them, around the development of communicative literacy, forms a conceptual model that shows the development pattern of communicative literacy in elementary school students.