Comparing the relative effects of Sustained Silent Reading (SSR)and Traditional Reading (TR) on EFL learners' readingcomprehension, vocabulary knowledge, motivation, and attitudes toward reading

Reading is a fundamental academic skill, and difficulties in reading can negatively impact learners' overall educational success. In the context of second language acquisition, reading proficiency is a key component of overall language competence. This study explored the effectiveness of a 10-week Sustained Silent Reading (SSR) program in comparison to traditional reading (TR) instruction for Turkish high school students learning English as a Foreign Language (EFL). Using a quasi-experimental mixed-methods design, the research investigated the impact of SSR on students' reading comprehension, vocabulary development, and motivation and attitudes toward reading in English. A total of 68 students participated in the quantitative phase of the study, with 33 students in the experimental group (SSR) and 35 in the control group (TR). Quantitative data were collected through reading comprehension tests, vocabulary tests, and a motivation and attitude scale, while qualitative data were obtained from interviews with 10 students. The findings showed that SSR improved reading comprehension and vocabulary, with the strongest effects on students' motivation and attitudes toward reading. These results support the integration of independent reading practices such as SSR into regular EFL instruction. By providing learners with increased exposure to meaningful and self-selected reading materials, SSR fosters both cognitive and affective gains.