The idea behind this essay has developed during our practical education to become teachers. While having the opportunity to visit and try working at a school, we have received a deepened understanding of how different teachers educate children in different ways. Based on this knowledge, we became interested in investigating a specific way of teaching. This work will focus on a model named Genre Pedagogy and a part of this pedagogy called Reading to Learn (R2L). Language development and reading comprehension can be learnt in different ways. According to the Genre Pedagogy, students’ reading and writing comprehension should be the centre of language learning. The thought behind the model is to create a way of teaching that includes second language learners and give them a better chance to understand the learning procedure during class. As teachers all around the world have tried to implement Genre Pedagogy and R2L in their classrooms, it has shown to be helpful and auspicious for students in general.  In this essay we have reviewed recent articles and studies to answer the research question that the study is based on: What known effects does genre pedagogy and especially the reading comprehension strategy Reading to Learn (R2L) have on language development? The result confirms that both academic language skills and understanding of texts is increasing when implementing Genre pedagogy in the classroom. However, the result is not completely concordant and some criticism is directed towards the pedagogy. This work will examine what advantages and disadvantages the implementation of the model has shown to have while practicing the pedagogy in school.