Sustained silent reading (SSR) is a practice involving readers in the process of reading over a designated time period. The basic assumption, in a pedagogical sense, is that practice in reading contributes to reading achievement. Durkin (1983) suggested that the focus of any reading program should be the development of competence in independent silent reading. In the same light, Gambrell (1978) proposed that "cormnonsense notions about the reading process tell us that independent reading skills are enhanced through daily practice in silent reading ... " (p. 328). On the other hand, little empirical research appears to have been undertaken to determine effects of sustained silent reading on either achievement or attitudes toward reading. However, some important studies have now been made. Some of the most relevant will be reviewed below.
Dwyer, E. J., & Reed, V. (1989). Effects of Sustained Silent Reading on Attitudes Toward Reading. Reading Horizons, 29 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol29/iss4/9