Defined as a complex exercise of meaning-construction from a given text, reading is a cognitive process that requires an ability to cognize words, acquire fluency and to comprehend meaning (Alderson 2000). As a psycholinguistic process that keeps the brain active, reading is found to be advantageous for cognitive stimulation. Reading stimulates the reader to think creatively and also to organize ideas coherently while writing as well as speaking. Apart from sharpening the reader’s analytical thinking skills, reading also enriches their vocabulary. It is also important to note that, reading makes readers more self- directed and autonomous learners by enhancing their critical thinking abilities. In addition, reading provides exposure to a variety of language features such as words, phrases and sentence structures and it eventually ameliorate the reader’s reading/writing fluency. The wealth of linguistic knowledge acquired through reading helps readers in analysing textual patterns and improve comprehension capacities. The linguistic competence that is gained through reading thus enhances the reader’s self-confidence. Based on the objectives of the reader, reading is classified into pleasure reading and deep reading. In spite of ideological differences, general reading can be considered as a bridge that facilitates academic reading and subsequent development of academic language proficiency. Accordingly, this study aims to confirm that those who read more acquire more language and readers utilize the acquired language in actual performance. In essence, the study affirms that reading results in the incidental acquisition of vocabulary, grammar, and writing skills and that there is a strong relationship between the volume of reading and the language competence of readers.