The current study extends an earlier study by the author that found only a small correlation between score achievement on the TOEFL ITP and an eight-month extensive reading (ER) intervention. No effect was seen in that study for use of ER with audio, but the number of students engaged in reading while listening was too low to draw conclusions. The subjects of the current study also did eight months of ER, but were more regularly encouraged to make use of the audio. They also used a more challenging in-class reading materials and were occasionally asked to read non-fiction books as preparation for in-class activities. The results of the current study will be discussed, along with how the current 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.