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Increasing numbers of both elementary and secondary teachers have implemented Sustained Silent Reading (SSR) as a part of their program in reading instruction. Much of this implementation has occurred and will continue primarily on the recommendation of its proponents. There has been no serious examination of the assumptions by these proponents of its effectiveness in bringing about the benefits claimed for it. The tremendous importance attached to learning to read and the limited time available in which to provide instructional activities toward that end should lead us to a rigorous evaluation of SSR whenever and wherever it becomes a component of the reading program.

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