Extensive reading (ER) often requires years to give students sufficient text exposure. However, maintaining student engagement over such a long period is challenging. As a result, studies extending beyond a year are rare. Keeping students motivated is crucial, and providing opportunities to recognize progress can help sustain engagement. This study explores the relationship between two years of reading volume and a one-year academic writing course in a Japanese high school. Using regression models, this study examines trends over time and shows that reading amount significantly predicts words written. This prediction enables learners to set small goals for progressing in reading, fostering improvements in writing fluency. Celebrating small successes supports long-term language development. While this study highlights the link between ER and written word count, future research should examine accuracy and language use to further reinforce the reading-writing connection.