The purpose of this quantitative study was to determine the effects of one school district's summer reading program on the summer slide on DIBELS Next Composite Scores for students entering first, second, and third grade. The researcher examined the DIBELS Next Composite Score Data of students who were invited and attended and students who were invited but did not attend a summer reading program. Data from the End of Year (EOY) and Beginning of Year (BOY) DIBELS Next Benchmark Assessment was collected and analyzed for summers 2015, 2016, and 2017. In the study sample, 311 students were invited to attend the summer reading program. The data was analyzed by summer, grade level, and then grade level and year. Descriptive and inferential statistics were used in this study. This included the number of students that participated in the program, the composite scores from the DIBELS Next Benchmark Assessment, and the change in benchmark categories. The inferential statistics used were the Paired-samples t-test analysis. The findings and implications for future research are identified in the conclusion of this study. [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.]