ERIC Number: EJ733704
Record Type: Journal
Publication Date: 2006
Pages: 21
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1082-4669
EISSN: N/A
Available Date: N/A
The Voyager Universal Literacy System: Results from a Study of Kindergarten Students in Inner-City Schools
Frechtling, Joy A.; Zhang, Xiaodong; Silverstein, Gary
Journal of Education for Students Placed at Risk, v11 n1 p75-95 2006
The evaluation of the Voyager Universal Literacy System[R] was designed to provide a rigorous assessment of the effectiveness of the program with beginning readers. Using a quasi-experimental design, researchers conducted a systematic evaluation of changes in 398 kindergarten students' command of early reading skills in 4 Voyager and 4 comparison schools in 2 inner-city districts in 8 months from 2002 and 2003. The study provides strong evidence of the efficacy of the Voyager program. Overall and for 3 out of the 4 pairs of schools examined, a large and significant difference was found in favor of the Voyager students. Effect sizes of the program ranged from 0.23 to 1.32 in 7 test instruments. In addition, the average scores of Voyager students at the end of kindergarten were largely around the national average, whereas those of comparison students remained below the national average. Using analysis of covariance models, the study found that the Voyager program has statistically significant positive impacts on student achievement in 6 out of 7 assessments. It also shows that the greater the fidelity of the implemented program to the Voyager plan, the larger the gains in literacy scores.
Descriptors: Program Effectiveness, Kindergarten, Urban Schools, Early Reading, Reading Skills, Quasiexperimental Design, Effect Size, Academic Achievement, Program Evaluation, Achievement Gains, Scores, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/82924
IES Cited: ED497837
Author Affiliations: N/A