In most EFL settings, reading is seen as related to language subjects only. Students rarely read for pleasure; they think that reading is part of the textbook-related activity. With the implementation of an extensive reading scheme and school-based assessment, students in Hong Kong begin to see reading a little differently. This paper investigates the effectiveness of a new whole-school approach reading scheme in a Chinese school in Hong Kong. Students read at least 15 minutes every school day in either Chinese or English. Results of the questionnaires and the interviews, conducted for teachers and students, indicate that teachers and students see the role of reading differently. It concludes that junior level students who have less public examination pressure enjoy reading better than the senior students. The paper informs educators in non-Asian countries as well; they will know why students from Asia are reluctant to read. The implication is that when reading has not been formed as a habit, holding up a book will be considered just part of school work.
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Through three sets of questionnaire and interviews, the authors focus on the availability of existing extensive reading resources and the implementation practices of extensive reading schemes in primary schools. The authors find that most students are detached from comprehensive reading materials.

The author investigates what the cognitive, psychological, and social factors might influence the reading interest of S.1 students and what features of the books aroused students' interest. Reportedly, 45 boys and 45 girls participated in a reading activity session, and their selection among 139 books by 24 publishers was recorded.