The constructive feedback on the author's article has helped him to expand his knowledge on the topic. He would like to clarify here that the purpose of the study was to investigate the effects of extensive reading on the development of Japanese high school learners' linguistic knowledge and reading abilities. The findings revealed that the experimental group, who received a year of extensive reading, scored higher on the linguistic knowledge and reading sections of a post-test than the control group, who received grammar instruction instead. The study was conducted because previous studies on this topic have had some experimental limitations, as many studies have neglected the use of control groups, and few longitudinal studies have been conducted with high school learners. Overcoming these limitations would help to reveal the real effects of extensive reading; this possibility encouraged him to begin conducting further research on this important topic. He agrees that bi- and multiple-modal input might have enhanced learners' linguistic knowledge and reading comprehension skills more because many studies on bi-modal input have shown the positive effect of augmenting learners' vocabulary knowledge (Brown, Waring, & Donkaewbua, 2008; Teng, 2016; Webb & Chang, 2012), reading rate and comprehension (Chang & Millet, 2015), listening comprehension (Chang, 2009), and so on. [This comment is a response to "Response to Aka: Supplementing Extensive Reading with Bi- & Multi-Modal Input" (EJ1232433).]