Abstract
<p>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.</p>
<p>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.</p>
