This presentation will report on a study that extends an earlier pilot study on extensive reading and TOEFL ITP progress. The pilot study found only a small correlation between score achievement on the test and the amount of extensive reading and listening on an eight-month intervention. For the current study, reading, listening, and TOEFL ITP data for two cohorts in the same program (280 subjects in total) were considered. During the intervention, students in these cohorts were more strongly encouraged to make use of the audio (reading while listening), and they were occasionally asked to read non-fiction graded readers in preparation for in-class activities. The results of the current study will be discussed, along with how the program has attempted to find a better configuration of program elements to help students see greater scores on the TOEFL ITP, the largest institutional measurement tool of student English proficiency improvement.