Research

Seven studies reviewed by the WWC investigated the effects of the Voyager Universal Literacy System®. Two studies (Frechtling, Zhang, & Silverstein, 2006; Hecht, 2003) were quasi-experimental designs that met WWC evidence standards with reservations. The remaining five studies did not meet WWC evidence screens.

Frechtling, Zhang, & Silverstein (2006) included 447 kindergarten students in eight schools. Students in the intervention schools used Voyager Universal Literacy System® for two hours a day and students in the comparison schools used only their schools' existing curriculum. In the final analysis sample 202 intervention students were compared with 196 comparison students. The two groups scored similarly on achievement pretests after attrition.

Hecht (2003) included 213 students in four low-income schools. ⁴ Students in the intervention schools used Voyager Universal Literacy System® as their daily reading program. Students in the comparison schools used their schools' existing curriculum. The two groups scored similarly on achievement pretests after attrition.

Extent of evidence

The WWC categorizes the extent of evidence in each domain as small or medium to large (see the What Works Clearinghouse Extent of Evidence Categorization Scheme). The extent of evidence takes into account the number of studies and the total sample size across the studies that met WWC evidence standards with or without reservations. ⁵

The WWC considers the extent of evidence for Voyager Universal Literacy System® to be medium to large for alphabetics and small for comprehension. No studies that met WWC evidence standards with or without reservations addressed fluency or general reading achievement.