The primary purpose of this work is to examine the relationship between discourse analysis and classroom discussions. It will conceptualize a framework for conducting classroom discussion and that of discourse analysis in order to determine the effective strategy for creating comprehensive learning in the classroom, and offer diverse arguments regarding these strategies and the ways they affect reading comprehension to students. Discourse analysis and classroom discussion are effective strategies employed in creating reading comprehension, discourse analysis is concerned with description and analysis of spoken interactions whereas classroom discussions is concerned with classroom interactions where students invent ideas and develops deeper meaning of words. Classroom discussions are attracting escalating attention to educators as a contributor to learning and an underused practice, as well as, neglected domain in teacher preparation, where this strategy has become significant in the contemporary learning environment because it offers students room to be innovative and advance their ideas; thus improving learning skills. Although both strategies are concerned with literary and language development, reading or classroom discussion is vital because it offers students opportunities to explore their reading talents and also improve their social, as well as learning skills.