The present study examined the impact of the Simultaneous Multisensory Institute for Language Arts (SMILA) approach on the reading proficiency of 39 students between the ages of 7-11 participating in a summer reading program. The summer reading clinic draws students from the surrounding community which is located in a large urban district in the southern region of the United States. These students voluntarily participated in the 4-week reading program where the main instruction was the SMILA approach. This instructional approach is used to teach specific sound-symbol relationships, accuracy and automaticity of word reading, and oral reading fluency. Analyses of pre- and post-testing of the Word Identification and Spelling Test (WIST) and One-minute reading fluency test scores indicated that students receiving this instructional approach demonstrated significant gains in word reading, sound-symbol knowledge, and oral reading fluency.