A content-analysis examined the discussion practices recommended in postprimary reading methods textbooks published in the United States before and after 1970. Fifteen textbooks were selected and 37 topics related to discussion were eventually grouped into three categories--(1) functions of textbooks, (2) functions of questions, and (3) roles of teachers and students--and compared across time. Results showed that authors from the 1920s to the present recommended that one textbook be used as the basis of discussion, but since 1970, educators have been more willing to accept students' ideas even if they differ from textual authority. Additionally, authors before and after 1970 emphasize teacher-posed questions as a way to begin discussions and tap various levels of student thinking. Many writers also promoted student self-questioning although little information was provided about it. Finally, the teacher's role in relation to students was not well clarified in early methods texts, but modern texts encourage teachers to serve as model discussion leaders and exhibit independence in discussion activities and reading. However, these recommendations are difficult to implement in classrooms because they defy routinization, leading to the belief that explanations of how recommended discussions can be implemented and maintained in classrooms are necessary. (JC)