The study examined whether providing summer reading books to economically disadvantaged first- and second-grade students for three consecutive summers improved reading achievement. The study analyzed data on about 1,300 students from 17 high-poverty elementary schools in two large districts in Florida. Student-level reading achievement was measured by the Florida Comprehensive Achievement Test, the state-mandated reading assessment. The study compared reading scores of students randomly assigned to receive summer reading books with those of students who did not receive them. Scores were compared at the end of the third summer, at which time most students were in 4th or 5th grade. The authors examined effects for students overall as well as for the subgroup consisting of the most economically disadvantaged students--those who were eligible to receive free lunch. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards. (Contains 2 footnotes.) [The following study is the focus of this "Quick Review": Allington, R. L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., et al. (2010). "Addressing summer reading setback among economically disadvantaged elementary students." Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education, Grant # R305T010692-02.]