This paper summarizes a study conducted to determine whether sustained silent reading (SSR) can contribute to improvement in grammar and reading comprehension in university academic English as a foreign language (EFL) courses. A total of 186 beginning and intermediate students enrolled in the English for Academic Purposes program at the Universidad Nacional Pedro Henriquez Urena in Santo Domingo, Dominican Republic were divided into experimental and control groups. The control groups followed the normal course syllabus, while the experimental group engaged in SSR of relevant journal articles for 30 of the total 150 minutes of instruction each week for 10 weeks. Pre- and post-intervention tests using the Best and Ilyin English grammar exams and the Newbury House TOEFL Preparation Course exams found a noticeable improvement in English grammar and a very slight reading comprehension loss among SSR students. But given the wide range of student scores these results were not statistically significant. The paper includes 5 charts, 4 graphs, and 7 tables that highlight experimental studies on SSR and the results of the present study. (Contains 46 references.) (MDM)