The purpose of this quasi-experimental study was to investigate the use of specific vocabulary instructional strategies during a six-week summer program to determine if the iReady universal screener measured an impact on student vocabulary and reading comprehension. The study utilized a treatment group (n = 34) and a control group (n = 40) from two large K-5 elementary schools in a district with similar demographics. A nonequivalent group design provided comparisons between the treatment group and the control group assigned nonrandomly. A two-way mixed ANOVA determined if any statistically significant differences existed between the treatment and control scores on the iReady pretest and posttest. A three-way mixed ANOVA on all dependent variables controlled for gender, ethnicity, and economically disadvantaged status. Research revealed no statistically significant differences in this study. This study had several limitations, including attendance and appropriateness for the grade level. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]