Locally and nationally, English Learners (ELs) struggle to achieve parity with their monolingual peers in reading. In addition to second language-related considerations, ELs' efforts to succeed in reading may be thwarted by poverty, trauma, interrupted education, barriers to effective instruction and parental engagement, limited parental education, students' attitudes and lack of motivation, and, crucially, lack of time spent reading. ELs may regress in reading over the summer break and thereby fall even further behind. This Dissertation in Practice investigates the effectiveness of encouraging middle school ELs to read self-selected books appropriate to their Lexile reader measures over the summer as well as in English as a Second Language (ESL) classes during the school year. Scores from FastBridge aReading normed assessments, Reading A-Z running records, and Reading A-Z retell rubrics indicated that participants' reading accuracy and comprehension increased over the summer. Furthermore, ELs who participated in extensive reading in ESL class also improved their reading scores during the school year. As such, extensive reading may support at-risk readers' ongoing reading development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]