Supervised Extensive Reading (SER) for 180
second language secondary school learners provided extra input
in English.The learners read books graduated according to
difficulty for two lessons a week.They made mandatory
writtenreports on given forms and oral reports to their
classmateson what they had read, as they gained confidence in
self-expression. This went on for two years.
Observationsshowed that there werelanguage in the areas of
reading, grammar, writing and vocabulary improvementsand a
spill-over into the performance of other subjects. While more
studies are needed in the area, these observations show that
SER holds promise for foreign and second language learners
who use other languages as languages of instruction and
learning and for whom the classroom is the main source of input
in the target languages.