In the past two decades, sustained silent reading (SSR) has gained attention as a component in many schools' reading programs. Some advocates of SSR differ slightly in their recommendations of specific rules, but most agree on the following guidelines: (1) no interruptions; (2) everyone reads, including the teacher; (3) students choose their own reading material; (4) no required reports; (5) a wide variety of reading materials should be available in the classroom; and (6) the time period should be increased gradually. Research conducted to determine the effects of SSR has produced mixed results, but most researchers seem to agree that SSR has a positive effect on reading comprehension and on students' attitudes about reading at all grade levels. However, research is less conclusive on the effect of SSR on students' reading achievement. Of the studies considered, six found SSR to have a significant positive effect on reading scores, whereas five showed no significant improvement. Since SSR appears to positively influence attitudes toward reading, it also appears that its benefits are long range. More research is necessary to determine conclusively the relationship between SSR as a method of reading practice and students' reading achievement. A two-page bibliography concludes the document. (JD)