Extensive reading (ER) helps readers develop robust language knowledge (Hu & Nation, 2000) and build key connections with disciplines such as the sciences, goals that numerous international students hope to achieve in intensive English programs (IEPs). However, despite these benefits and instructors’ good intentions, IEP instructors often disagree on the specific approaches to integrating ER into reading and writing (RW) courses (Bentahar & Cranker, 2021). While many language instructors consider ER an underused technique (Watkins, 2018), some quiz students on their reading; other instructors “impose” one book on their students, while still others assign weekly reports, approaches which seem to contradict the essence of ER. The integrated-skill approach (ISA), where language skills and sub-skills are interwoven during instruction (Oxford, 2001), can solve this quandary. The presenter will share three effective ISA-based ER activities and demonstrate their benefits for learning, using student feedback. Implications for RW instructors will be discussed.