A considerable body of empirical research supports the belief that extensive reading is an effective way for second language learners to develop greater reading fluency. However, recent research indicates that extensive reading alone is not the most effective way to promote greater fluency. In this presentation I first review theories of fluency development proposed by cognitive psychologists and synthesize the key ideas in those studies. This synthesis produces a short list of desirable characteristics of fluency-enhancing reading tasks. I then consider how well extensive reading and other types of reading activities have those desirable characteristics, in what ways these activities appear to be lacking, and how their potential weaknesses can be addressed. This analysis shows that although extensive reading is an indispensable part of a fluency-based reading course, fluency development can be enhanced by using supplementary reading tasks.

At a junior and senior high school in Setagaya, Tokyo, extensive reading has been incorporated into English classes since 2004. The program lasts for six years, featuring extensive in-class reading and lending of books. In February 2025, a survey of graduates was conducted using Google Forms. A total of 156 respondents, including university students, graduate students, and working professionals, participated. The number of words read during their six school years ranged from under 300,000 to over 3 million. When the open-ended responses were coded, they could be summarized into three key concepts. Students expressed gratitude for having studied at a school with an extensive reading program and reported that it had influenced their current English learning and way of life. Reflecting on the various extensive reading activities conducted over the six years, the presentation also considers practical approaches, how to create an extensive reading environment, and instructional methods.