Extensive reading (ER) programs involve students in silently reading large quantities of materials. These materials are usually at a level that permits students to gain at least a fair understanding of what they are reading without outside help. Such programs' benefits for first- and second-language (L1 and L2) learners are well documented (Coady, 1997; Day & Bamford, 1997; Elley, 1996; Krashen, 1993; McQuillan, 1994; Nagy, Anderson, & Herman, 1987; Ng, 1988, 1994; Yu, 1993, 1999; see also an annotated bibliography of works on ER in L2 contexts). Despite this strong, widely disseminated evidence supporting ER, implementation has been infrequent and often less than a complete success. Greaney (1996) notes that in many lower income countries, ER programs must grapple with such problems as lack of reading materials and inadequate preparation of teachers. However, these problems apply worldwide, even in countries which could afford large quantities of books for ER if they placed a higher priority on it. Day and Bamford (1997) suggest that the key impediment to successful ER implementation lies in a teacher-centered view of reading instruction. In this view, teaching means talking: if teachers are not talking, then they must not be earning their salaries. Extensive reading is seen as something students should be doing at home, after they have finished their homework (Tong, 2001). In contrast, Day and Bamford propose a combination of teacher-led intensive reading and large quantities of in-school and out-of-school ER. Other reasons for not using ER are of a more practical nature. Teachers often face a great deal of pressure from administrators, community members, and others to finish the syllabus--to do every single activity on every single page of the textbook or workbook. Further, ER is less easy to assess than are discrete reading skills. While the research suggests that ER is precisely the prescription for attaining high scores on reading exams, in an increasingly exam-oriented environment, a short-sighted "practical" view of exam preparation that has students doing large numbers of exercises that mirror exam questions often prevails. Extensive reading involves students in independent silent reading. Thus, it may seem a contradiction to talk about ER and student-student cooperation, but actually the two can come together smoothly, as is described in this article. The first section discusses the possible benefits of adding a group element to ER. The second presents cooperative learning principles that can facilitate effective group interaction to accompany ER. Section 3 provides examples of activities that blend principles of cooperative learning with ER in various student groupings.