Abstract
Elementary students who are already behind in reading benefit from summer reading interventions. Finding an effective one is a challenge for many students, specifically for students from low socioeconomic backgrounds. This study examines a four-week summer reading intervention program for 24 students in grades one to six in an urban Sacramento neighborhood. Results showed that students grew in decoding and spelling from the beginning of the intervention to the end. Statistical significance was shown in both areas, indicating positive growth in students’ ability to spell and decode independently.