Helping English learners and economically disadvantaged students read as well as their more advantaged peers is a struggle for many schools. This study tested WordGen Elementary, a program to improve fourth- and fifth-grade students' ability to understand the academic language used in school and support their reading achievement. This Study Highlights presents the following key findings from the study: (1) The program did not improve reading outcomes for students overall); (2) The program also did not improve outcomes for English learners or economically disadvantaged students; and (3) While the program targeted three types of instructional strategies, it changed teachers' classroom practice for only one. [For the full report, see ED622459. For the appendix, see ED622461.]