A Hong Kong survey, part of a primary school English-as-a-Second-Language curriculum development effort, investigated the extent to which extensive reading materials and activities are used at the upper elementary level, identified learner difficulties with English reading, and solicited teachers' opinions of the role of extensive reading in the curriculum. Questionnaire responses were received from 294 schools. Results indicate that most schools used class readers, and the most frequently used class activities were questions and answers, reading aloud, and silent reading. Among five instructional aims, respondents were most interested in developing students' interest in reading. Most respondents had class libraries with a range of English-language book types. However, students were given little classroom support in reading these books. Over one-quarter of the schools did not allow students to select their own English reading materials. Seven frequently-observed reading problems were identified including: inability to interpret ideas in the text, tackling words, sustaining reading, and following main text ideas. Respondents also ranked criteria used to select reading materials. A large majority of schools supported the idea of extensive reading, but only about 40 percent expressed interest in a proposed elementary school reading program. Contains 7 references and 16 tables. (MSE)