Despite the well recognized benefits of student engagement with extensive reading (ER) (see Krashen, 2009), many teachers struggle with its implementation. Key issues include the cost of establishing and maintaining a graded reader library (Bamford and Day, 1998; Hinkelman, 2013), keeping students accountable for their reading (Campbell & Weatherford, 2013; Robb & Kano, 2013), and most importantly, finding the time to oversee the ER component, especially if it is extensive reading done outside..