Rural, low-socioeconomic school districts experience academic achievement gaps that are exacerbated by summer reading loss. The United States Department of Education developed a national curriculum in which all students are taught the same skills to address the gap between low-socioeconomic status students and their wealthier peers. However, it occurs when the academic sessions are paused. The problem is that unless a set of best practices is established, low socioeconomic-status students will continue to lose 2.5 to 3 months of reading skills over the summer. The purpose of e-Delphi study was to identify best practices for improving summer reading growth through consensus. The study included 12 participants from various unique sectors within the southern region school district with ten years of experience in in-class teaching or curriculum development and instruction. The study used three rounds of electronic questionnaires to collect data. Findings from the study revealed four best practices for improving summer reading growth in the rural, low-socioeconomic-status southern region school district. The findings provide important support for the development of summer reading curricular practices that can be used in the rural, low-socioeconomic-status school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]