The practice of sustained silent reading (SSR) is based on the belief that motivation, interest, self-selection, modeling, and time spent reading contribute to student reading achievement. A study was designed to ascertain the prevalence of SSR in classrooms in a particular geographic area and the degree to which the program's original goals are being met. Ninety-six seventh-grade teachers from 32 school districts in 5 northeastern Pennsylvania counties were sent a survey regarding participation in SSR, organization of the program, material selection, and methods of evaluation; 69 teachers answered the survey. Findings suggest that silent reading is popular in the classroom in part because of the opportunities for instructional decision making it provides teachers. However, the individual implementation of the program has resulted in many aspects of the actual practice of SSR deviating from the original model. Questions regarding the integrity of current practices as compared to the original model are discussed, and suggestions to teachers who plan to implement or revise SSR programs are offered. (Contains 3 figures and 28 references. A sample survey is attached.) (Author/NKA)