Fluency, a major component of the construct of language proficiency, is largely ignored as a focus of language instructional practices, in training programs for teachers, in published instructional materials, and in curricular design. In fact, it seems that in most cases “fluency” has maintained its “on the street” meaning as the final result of language learning when you function almost like a “native” speaker. Nothing could be farther from reality. Fluency is the component of proficiency which reflects the learners’ ability to access implicit knowledge for spontaneous language to express their ideas quickly and continuously. Some researchers claim that fluency is a driver of acquisition and not a result. Nation (2000) claims that fluency building activity should make up 25% of any language curriculum, and no matter what you know, you should be able to produce it fluently. Research on the teaching of reading also supports attention on fluency development apart from accuracy-focused activity. This session will review the rationale for including fluency development activity along with extensive reading at all levels of second language proficiency.