This paper has three goals. First, it describes the broader research on summer reading loss. Second, it discusses how research and development efforts informed the key components of Project READS (Reading Enhances Achievement During Summer), a scaffolded voluntary summer reading intervention for children in grades 3 to 5. The second part of the paper also describes results from four randomized experiments, which provide rigorous evidence on the efficacy of the READS logic model. Third, it concludes with a checklist to guide districts and schools interested in implementing and evaluating a scaffolded voluntary summer reading program like Project READS.