Reaching a reading goal of 150,000 words in a semester is no easy feat for many language learners. To reach this goal, an extensive reading (ER) program needs to invest in and select a format that can best enable this achievement. This preliminary study compares the use of two different extensive reading (ER) formats that employ two learning management systems to determine which format has a greater impact on the number of words read and how they influence learner and teacher attitudes towards ER. Printed graded readers (PGRs) using MReader and digital graded readers (DGRs) using Xreading were used in an advanced required TOEFL course for first-year students at a large, private university in Japan in the spring semesters of 2019 and 2020, respectively. This paper examines student achievements (N=95) with MReader and Xreading reading logs (number of words read) and attitudes towards ER as revealed in the student survey responses and teacher (N=3) qualitative feedback. The preliminary findings suggest that PGRs may produce higher outcomes in terms of words read. In general, both PGRs and DGRs were received favorably by students and teachers, suggesting that institutions can successfully utilize either system based upon their existing infrastructure needs.