Emphasizes that the teacher as a role model is crucial to the success of Sustained Silent Reading (SSR). Suggests that teacher modeling of sharing activities immediately after SSR is also very important. (MG)

Describes how a remedial reading teacher, over the course of three years, helped a nine-year-old nonreader progress toward becoming a reader. Points out the importance of increasing the student's confidence, gaining his trust, and providing remedial instruction which is closely connected with other areas of the student's life. (ARH)