The purpose of this quasi-experimental quantitative case study was to determine whether the implementation of intervention vocabulary strategies; Morphemic Analysis and Semantic Word Mapping during small-group instruction daily for 30 minutes for six weeks would increase reading comprehension scores of struggling readers in fourth grade classrooms within a large urban district in Southeastern Michigan. Participants in the study were chosen because they scored non-proficient in reading comprehension on the Michigan Student Test of Educational Progress (M-STEP) at the end of third grade. This study implemented the nonrandomized treatment group pretest-posttest design. Group A, the treatment group was sub-divided into two groups. Group A1 was the Morphemic Analysis Group and Group A2 was the Semantic Word Mapping group. Group B was the nonrandomized Control Group. The results indicated that a significant difference existed between the fourth-grade students who received the treatment and those who did not receive the treatment (p <.05). Data analysis indicated a significant difference between median scale scores of the students who received the Morphemic Analysis Strategy and the control group (p < 0.05). Statistical significance was found between the median scale scores of students who received the Semantic Word Mapping strategy and the control group (p < 0.05). However, the data revealed no significant difference between the two treatment groups ( p > 0.05). Future research recommendations included: (a) conducting this study over several years to follow a cohort of struggling students (b) examining the instructional practice of teachers while teaching the Morphemic Analysis Strategy and the Semantic Word Mapping Strategy and (c) examining the preparedness of pre-service teachers to impact the learning of struggling students.