To evaluate the 1987 Compensatory Language Experiences and Reading (CLEAR)-Reading Recovery Summer Project undertaken in the Columbus, Ohio Public Schools, data on reading improvement of 59 first grade pupils from Douglas Alternative School were collected. The objective of the 5-week, 3-hour-per-day-program was to give students enough instruction to allow them to be moved from the CLEAR project to normal classroom settings without further individualized help. A total of 12 teachers were involved in the Summer Project, which featured 30-minute, one-on-one lessons during which pupils were engaged in a variety of instructional activities, such as reading and rereading books, writing and reading their own stories, and analyzing letters and sounds in words. The remainder of the time was spent on group activities. Student achievement was measured, using a CLEAR-Reading Recovery data form, and results indicated that of students who had good attendance records, 50% were discontinued from the program. Although these results were below the 75% target discontinuation figure, students overall showed an average of five Text Reading Levels of improvement. Results suggest that low attendance rates posed a major problem for the program, and suggestions are given for improving attendance. (SKC)