Teachers are often required by their administrators to implement Sustained Silent Reading (SSR) into their daily routines. Although there is research to support wide reading, there is little to support the specific practice of SSR. Recent researchers have suggested modified versions of SSR to better address the needs of struggling readers, including ensuring suitable reading selections. This study utilized a multiple baseline across students design to evaluate a modified version of SSR over four weeks with six junior high students displaying high levels of disengagement during SSR. The dependent variable included off-task behavior during SSR. The independent variable was matching books to students' interests and reading levels. Results indicated reduced levels of off-task behavior throughout the study. Across the course of the study, five of the six students' off-task behavior decreased by an average of 25% as a result of the book matching. This result confirmed a hypothesis from a previous study that matching students with books to read according to their interests and reading abilities, positively affects their time on task during SSR. This article provides practitioners with a modified version of SSR that will enhance the effectiveness of its use and suggests future research and implications for practice.