A study examined the effectiveness of the Chapter 1 Early Literacy Summer School program. The program provided additional reading instruction to underachieving first-grade pupils at seven schools located throughout the Columbus, Ohio public school district. The program featured group instruction (with many of the activities modeled after the Reading Recovery program) for 3.25 hours daily over a period of 19 days of instruction. Of the 626 pupils served, 523 (83.5%) met the attendance criterion for inclusion in the treatment group. Results indicated that: (1) 90.6% of the pupils in the treatment group read a minimum of 8 books; (2) 67.5% of the treatment group of pupils displayed all 3 strategic processing behaviors desired (constructing meaning, monitoring reading, integrating sources of information) at least once during the instructional period; (3) 68.1% of the 626 pupils had a parent/guardian attend at least one parent meeting during the summer program; and (4) 75.1% of the 523 students in the treatment group had a parent/guardian attend at least one parent meeting during the summer program. Findings suggest that inservice sessions for parents should continue, similar parent inservices should be considered for the regular school year, and program developers should focus on developing the observational and instructional skills of the teachers involved rather than increasing the number of pupils served. (A calendar worksheet for computing days of pupil service, a parent involvement log, the pupil independent reading record sheet, the evidence of strategic processing collection form, and the pupil data sheet are attached.) (RS)