Sustained silent reading (SSR) is intended to promote reading growth through allowing students to have sustained encounters with self-selected reading material without interruption in the presence of positive peer and teacher role models. Recent research suggests that SSR is of significant value when combined with a regular program of reading. Educational accountability in reading instruction is usually determined from test results. It should, however, address both the cognitive and affective development of readers. Considering the two major variables of content covered and academically engaged minutes, open and closed teaching models seem to stress one or the other of the two areas of development. Although a supplementary activity that cannot replace reading instruction itself, SSR bridges the gap between learning outcomes associated with cognitive reading achievement and affective reading achievement. As such it addresses the concerns of accountability with a single investment of time and without compromises and trade-offs. Although SSR isn't always workable on a schoolwide basis, its strengths and features make it deserving of consideration from reading specialists, classroom teachers, and administrators responsible for accountability and effective reading instruction. (JL)