Tup, F. & Shu, L. (1997). "First World - Third World": Two Extensive Reading Programmes at Secondary Level.
In Jacobs, G. M., Davis, C., & Renandya, W. A. (Eds.). Successful strategies for extensive reading. (pp. 10-24) Singapore: SEAMEO Regional Language Centre.
205--**In Chapter 2, Faridah Tup and Lydia Shu describe extensive reading programmes at their schools in Singapore and Cameroon, respectively. While the income levels of their countries differ greatly, their extensive reading programmes share common elements. These include a system for grading the books, tests to diagnose students' reading levels, regularly scheduled time for uninterrupted sustained silent reading, strategies for helping students to read, and means of monitoring of students' reading. How these elements are implemented differs with the particularities of the school and the country.