This study tested the effects of a Sustained Silent Reading program on reading achievement and reading attitude. The study accessed scores from the DIBELS Oral Reading Fluency (Good, Kaminski, & Dill, 2007) to measure reading achievement. This measure was given before and after a twelve week period, during which the treatment group participated in sustained silent reading. Reading attitude was measured after the twelve week period using the Early Reading Attitude Survey (ERAS; McKenna & Kear, 1990, 1999). Scores from each measure were compared to a control group. A statistically significant increase in reading achievement was indicated for the high-achieving girls, only. No statistically significant increase was attained in reading attitude for any of the participants. Research suggests that a longer implementation period may positively affect reading attitude. The discussion focuses on the review of the literature and interpretation of the data. Suggestions are given for classroom implementation practices that will enhance a Sustained Silent Reading program and increase reading achievement and reading attitude. A Framework for Building a Thoughtful and Engaged Learner is suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]