In his 2016 article, "What Can Readers Read after Graded Readers?" (EJ1098660), Jeff McQuillan provided data to show that there is an adequate amount of reading material that can be read at or above 98% vocabulary coverage to provide sufficient input to acquire most of the word families from the 2,000- to the 9,000-word-family levels. While Thomas Cobb (2016) does not dispute these findings, instead his commentary focuses on three other points: (1) acquiring vocabulary via free reading takes too long; (2) it will be too difficult for readers to select the right free reading texts to make adequate progress; and (3) some form of "teaching," presumably explicit vocabulary instruction, would be more effective and efficient in promoting vocabulary growth than free reading. In this commentary, McQuillan addresses each of these critiques. [For Cobb (2016), see EJ1117024.]