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This article is a systematic review of summer reading programs from 2012 to 2021 and provides a synthesis of 16 articles on summer programs in children from prekindergarten through Grade 8 together with several individual and environmental characteristics (e.g., socioeconomic status, the language of learning, reading and/or behavioral disabilities). Compared to a control group, most studies have shown improvements, or at least no loss, in reading and writing skills and social behaviors. This is the reason why the programs are designed to incorporate a holistic approach to child development and are increasingly used in preparation for the next grade. Furthermore, this article highlights the heterogeneity of the intervention programs in terms of duration (2 weeks to 8 weeks), parental involvement (involved or not in literacy development) and type of intervention (at home vs. at center/school). Finally, the effectiveness of the programs is considered and the characteristics of and tips for successful programs are indicated.