A preliminary study investigated whether regular periods of sustained silent reading (SSR) would positively affect verified silent reading comprehension scores for eighth grade students. The hypothesis tested was that students allowed 15 minutes of recreational reading (reading self selected material for enjoyment) five times a week for three weeks would show improved silent reading comprehension scores as tested by the Burns/Roe Informal Reading Inventory. Subjects, 18 randomly selected black eighth-graders from a Newark, New Jersey inner-city school, were divided into a control and an experimental group. Both groups were given daily developmental reading instruction, after which the control group spent 15 minutes copying a mathematics assignment while the experimental group was allowed to choose recreational reading material. Results of the pretest and posttest indicated that some of the experimental group gained in reading comprehension and none regressed. Therefore the hypothesis was provisionally supported. Findings showed that both boys and girls appeared to be equally enthusiastic about the program and wished to continue the reading periods beyond the original three week limit. (Tables of data are included, and a review of related literature and references are appended.) (NKA)