This paper reports on the implementation of Japanese extensive reading with international students studying at a Japanese university using graded readers (GRs). GRs chosen for the present study were simplified versions of original Japanese literature and were used to support students in acquiring a top-down reading strategy, a wide range of vocabulary, and Chinese characters. Students were required to read the same GRs, take online quizzes about what they had read, and participate in classroom discussions. Following this, students were introduced to the original texts with glosses and the teacher's support. Results of pre- and post-questionnaires suggested that GRs are useful for leaners at Japanese universities who are still acquiring Chinese characters in the Japanese language, and that reading simplified versions of original Japanese literature allowed learners to understand the original that were too difficult for them to read easily at their Japanese level and learn non-academic vocabulary.