A study investigated the use of a collection of English language books by Doshisha University (Japan) students of English as a Second Language (n=300). Four levels of readers, graded by vocabulary content were used in eight classes that offered individualized reading instruction. Students were given instruction in using graded readers, strongly encouraged or required to read them, given book report sheets, and, in freshman classes, offered extra credit for each book report. Analysis of student use of the books found that 161 read at least 1 book and turned in a report, and 69 of 207, who were offered extra credit did book reports. Choice of difficulty level was similar for students doing required reading and earning extra credit. About 90% of the books read were at the elementary or low-intermediate levels. Book level correlated positively with number of pages and time spent reading the book. Students evaluated the books for interest, maturity of content, usefulness, satisfaction, their own willingness to recommend them to friends, organization, difficulty of grammar, vocabulary, overall English, and prior knowledge needed for comprehension. Students also ranked their favorite books. Implications for language instruction are discussed. Materials used in the study, including the student survey and a list of graded readers, are appended. (MSE)