A reading program was developed to motivate 20 second grade children identified as capable, confident readers but who would not read on their own. An interest inventory, a free response interview, and direct observation revealed that the students were in literate school and home environments, but few chose to read independently. A 10-week structured sustained silent reading program was implemented to provide the time, the setting, and the activity to foster independent reading habits in the children. Guidelines were developed for the program to ensure an effective and efficient management system. Motivational strategies were utilized to maintain high interest. The instructor read with the children to assure an exemplary role model, and parents were involved to encourage a good home reading environment. The practicum produced positive results. The children developed long attention spans with print during daily sustained silent reading sessions as measured by direct observation. They exhibited positive reading attitudes and behaviors while engaging in sustained silent reading sessions and related activities as measured by direct observation, a free response interview, an attitude scale, and a parent survey. The collected data supported a relationship between sustained silent reading and the development of positive reading habits. (Author/HTH)