During our four years as teacher students we have identified a lack within pupil’s text discussions. We have noticed that these discussions do not promote pupils’ abilities to think, reflect and to be critical against a text. In our and Aidan Chambers opinions, this is a very important aspect to develop within the education. Therefore, this study is a development project where our ambition is to implement Aidan Chambers talk approach called “Tell me”. We believe that this model has potential to develop the abilities that is pushed aside in the pupil’s current text discussions. The research questions for this study are:

How do pupils’ show reading skills in text discussions while implementing Chambers book talk approach?

What differences do students experience between literature education with Chambers book talk approach and their earlier literature education?

These questions are answered by two qualitative methods, classrooms observations and group interviews with the pupils. The purpose of the observations is to answer the first question about pupils’ reading skills in discussions and the interviews are aimed to answer the second question about their experiences, where their answers are needed. The analysis of this study is based on three theoretical concepts. Performance competence and Literary transfer competence are two of the theoretical concepts developed by Örjan Torell (2002). The third one is exploratory talk developed by Douglas Barnes (1978). The results of this study show that pupils’ reading skills takes more place in the text discussions. We have noticed that Chambers approach has given the pupils space and possibilities to question the text, think critically and to see patterns. However, it can be rewarding to adapt this approach to one´s own pupils so that all the pupils are included in the discussions.