A study examined whether sustained silent reading produced positive attitudes toward reading. Subjects, 583 intermediate grade students and 26 teachers in the 5 elementary schools in the Pulaski, Wisconsin School District, were questioned about reading on a broad basis and about their attitudes toward Sustained Silent Reading (SSR) in particular. Results indicated that: (1) only a slight majority of students were not allowed to select materials they wanted to read; (2) the time of day the SSR was held had no bearing on student behavior; (3) no relationship was found between the students' desire to have SSR and their present attitude toward SSR; (4) no difference was found in the effectiveness of daily versus non-daily SSR programs; (5) many teachers did not model recreational reading effectively; (6) students' interest in reading was aroused, but only during SSR; and (7) there was a progressive diminishing of interest in reading in the higher grade levels while positive attitudes by gender also diminished. Recommendations include the adoption of an SSR program in the school district since the program had shown some positive effects. (Eighteen tables of data are included; 35 references and the survey instruments are attached.) (RS)