Abstract
Objectives The purpose of this study was to find out how interthinking conditions emerged in zoom-based real-time reading discussion of elementary school students.
 Methods Of the 10 sessions of zoom-based real-time reading discussion conducted at the J Children's Library in J-gu, Seoul, verbal interaction of the 2nd, 6th, 8th, and 10th class were recorded, transcribed and analyzed qualitatively and quantitativey to the criteria of conditions for forming Interthinking Development Zone.
 Results The basic rules for forming Interthinking Development Zone were not explicitly provided. And the teacher-led cumulative talk and the characteristics of contextualization were more or less formulated. The speech to promote interthinking was used voluntarily by teachers and had impact on students. But the teacher-led conversation were dominantly appeared in this situation.
 Conclusions As conditions for successful Interthinking formation in zoom-based real-time reading discussion, basic rules for interaction agreed upon by the participants, various forms of cumulative talking and listening using online tools, and capability for contextualization are prepared by all learners and teachers.
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