This article reports a six-month study that used a matched-pairs pre-test, post-test control group design to measure the relative effectiveness of extensive reading with remedial reading students in a Philippines secondary school (n = 60). Ninety percent of students at the school come from low-income homes where reading materials tend to be scarce. The dependent variable, reading proficiency, was assessed using the Informal Reading Inventory and the Gray Standardized Oral Reading Test. Both groups received the same 40 daily minutes of English instruction plus a remedial class. In their remedial class, the control group studied via a traditional approach, emphasizing intensive reading and phonics. For the experimental group, remedial reading class involved reading self-selected materials and doing a variety of post-reading activities. Results suggest that extensive reading led to greater gains than traditional reading instruction. Details on how extensive reading was implemented and a rationale for extensive reading are provided. [This article was published in "International Journal of Educational Research," v35 n2 p217-225 2001.]