Finland’s continuing good results in PISA 2009 create an interest in the field of education. In PISA 2009 reading literacy entails understanding, using, reflecting on, and engaging with written texts in order to achieve one’s goals, to develop one’s knowledge and to participate in society (OECD 2003). Reading literacy skills are crucial for success in most school subjects. A skilled reader is able to relate a text to prior knowledge and experiences and use reading strategies that are suitable for the situation at hand (Cummins 2000, Maagerö & Seip Tönnessen 2006). One possibility for students to develop their reading literacy is through text discussions in the classroom. Thus, there is reason to empirically explore the use of text discussions in subject teaching.

The purpose of this presentation is to analyze and describe video-recorded discussions of different types of printed text conducted by teachers and students in different subjects in grade 8 and 9 in a number of Finnish schools. Our objective is to analyze how the discussions a) provide opportunities for expanding on and constructing a deeper understanding of the specific content of the text, b) create room for and support of language development, and c) provide opportunities for the development of reading literacy strategies.

Naturally, text work can be incorporated in the classroom in many ways. Oral interaction around texts provides an opportunity to expand on and deepen both the content understanding and the language use in direct relation to the experiences and needs of the participants. Furthermore, each text discussion contains the possibility to support the development of the reading literacy strategies of the students.

All subjects have their specific ways of using language, which means that learning a subject also entails learning how to speak, read and write about that subject (cf. César & Kumpulainen 2009). Since language not only is used to express knowledge but is also part of the knowledge, language awareness needs to inform all teaching. Thus, all students need support for language development in their subject learning, not only second language learners. A central feature of classroom work that supports language development is to interactionally organize the work so that all students can be active participants in ongoing discussions (Gibbons 2002).   

César, M. & Kumpulainen, K. (2009) (Eds.). Social Interactions in Multicultural Settings. Rotterdam: Sense Publishers. Cummins, J. (2000). Language, Power and Pedagogy. Bilingual Children in Crossfire. Frankfurt: Multilingual Matters Ltd. Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning. Portsmouth: Heineman. Maagerö, E. & Seip Tönnessen (2006). (Eds.). Å lese i alle fag. Oslo: Universitetsforlaget. OECD: (2010). PISA 2009. Assessment Framework Key competencies in reading, mathematics and science.