This study investigated the impact of Web 2.0-based literature response blogs on summer reading loss and student reading motivation. There is limited empirical research that connects summer reading and the use of social media as a means of maintaining reading levels of elementary aged students during out-of-school time. This study attempted to explore whether the use of blogging as a means of written response with summer reading curbed summer reading loss and influenced student motivation to read for students identified as developing readers. The research took place in two small, suburban towns in the Northeast from May 2011 to September 2011. A purposeful sample of convenience comprised of rising third grade students who received literacy intervention instruction during the school year was selected. Through a qualitative method design, data was collected using field notes, a reflexive journal, and examination of student blogs. Additionally two post-study focus groups were held--one with parents and one with students; these focus groups were audio-taped and transcribed, then analyzed, along with other data, for the themes and patterns that emerged. A code/recode method was also used. The Motivation to Read Profile (MRP) and Degrees of Reading Power (DRP) assessment were used for additional information. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]