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The program called Uninterrupted Sustained Silent Reading (USSR or SSR) is widely advocated, sometimes under other names (Moore, Jones, and Miller, 1980), as a program which should help foster positive attitudes toward reading as well as help improve reading achievement (Hunt, 1972; Mork, 1972; McCracken, 1971; Noland, 1976). USSR incorporates attributes mentioned by many writers as valuable for the development of favorable attitudes and increased achievement: a specific time set aside for reading at regular intervals; a large quantity and wide variety of reading materials available; provision of a role model in that the teacher and other adults in the school show their value of reading by participating along with the children; encouragement to read by these adults; a pleasant, relaxed atmosphere; lack of pressure to report on what has been read; and the opportunity to share information about books read, if desired. Many authorities believe that these ingredients cannot fail to produce more favorable attitudes toward reading as well as increased reading achievement.

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