The overall purpose of this licentiate thesis is to shed light on how reading is constructed in different year 1 school subjects. The focus of the study is reading and how teachers create conditions for students to understand text via text conversations and via textbook texts used in Mathematics, Swedish and Technology. The study aims to shed light on reading from a disciplinary literacy perspective.  The study is conducted in two sub-studies. In the first sub-study three lessons in year 1 are analyzed in terms of how reading is constructed via the following research questions: 1) How are the students invited into the text and text conversations through the teacher’s questions? 2) What everyday language, school language and subject-specific words and concepts do the students encounter in the text conversations? The second sub-study analyzes text sections from ten textbook texts with associated written questions: 1) What ways of using texts are encouraged by the questions in the text-book texts? 2) What everyday language, school language and subject-specific words and concepts can be identified in the textbook texts? The analyzes are based on an adapted text mobility model (Folkeryd et al., 2006; Liberg et al., 2010; Liberg et al., 2012), adaptations of PIRLS processes of comprehension (PIRLS 2016; Mullis & Martin, 2017) and adaptations of Lindberg’s (2007) categorization of words and concepts in everyday, school language and subject-specific vocabulary.  The results show that the teachers create conditions for text comprehension by initiating text conversations in whole groups and in pairs where information in texts is identified, words and concepts are defined, the texts are interpreted and more information is added to the texts. Based on the textbook texts, conditions for reading are created via the texts’ everyday language use and when subject-specific words and concepts occur, via the teacher’s alternating use of everyday and subject-specific words and concepts and through repetitions of the subject-specific ones. The teachers and the textbooks create different conditions for text comprehension in different subjects. In Mathematics the text is read carefully and repeatedly to identify information before calculation and finding the correct solution. In Swedish the text is read to be interpreted. In Technology the purpose of reading is to convey facts and innovative technology.