This paper explores the impact of ER on development of reading fluency as measured by reading rates(wpm). It examines the progress rates of 21 students on the ER segment of a reading class over two semesters. The average TOEIC score for students was 483 while the class textbook level was CEFR B2. Students used the LMS, M-Reader to record their progress on ER. Student reading speeds were measured at the beginning and end of the semester. Students read silently for 1 minute and counted the number of words read. A two-tailed t-test was performed returning significant improvements with a large effect size. While there were significant improvements in wpm, the progress rates on ER were such that the effects of the ER segment on student reading speeds could be deemed minimal when viewed through the lens of research that suggests readers should read 300,000 words or above to improve proficiency (Nishizawa, Yoshoka & Fukuda ,2010).