An enhanced replication of an original quasi-experiment (Tom Bellomo, 2009b) was conducted to quantify the extent of long term retention of word parts and vocabulary. Such were introduced as part of a vocabulary acquisition strategy in a developmental reading course at one southeast four-year college. Aside from incorporating changes to the test instrument, creating a course-specific workbook, and including more detailed demographics, the emphasis of this present study was on measuring student recall of instructed items--months after the conclusion of the course. Robust results, though generalized solely to this convenience sample, warrant further investigation by those interested in strengthening students' college reading readiness.