Each component of the Voyager Universal Literacy System® is based on the most current research available.

Voyager’s Universal Literacy System is a K-3 in-school comprehensive core reading program and is designed by reading measurement specialists including Dr. Roland Good to explicitly implement recommendations from the National Research Council, the National Reading Panel and the National Institute of Child Health and Human Development.¹ The Universal Literacy System received a federal patent in January, 2004 for its method and system for preventing illiteracy.

Voyager's Extended-Time Intervention Programs are based on research documenting how academically rich summer school and extended-day reading intervention programs can reverse summer loss for disadvantaged students and help close the achievement gap. Voyager's extended-time intervention programs provide 60% more reading instruction time and achieve gains of 6-9 months.²

Voyager's Progress Monitoring and Assessment System reflects research indicating early identification and intervention of reading problems are critical for a child to become an established reader. Researchers developed, tested and standardized dynamic indicators of basic early literacy on thousands of students. These indicators form the basis of Vital Indicators of Progress™ (VIP™), which provides brief, predictive and highly reliable measures of a student´s reading progress every few weeks from kindergarten through third grade.³

1. National Research Council Report, Preventing Reading Difficulties in Young Children (l998).

   National Reading Panel Report 2000.

   Lyon, R., & KameŽenui, E. (2001). National Institute of Child Health and Human Development (NICHD) Research Supports the America Reads Challenge.

2. Alexander, K.L., & Entwistle, D. (1998). Isolating the School´s Contribution to Achievement: School Year Versus Summer Gains. Paper presentation, American Association for the Advancement of Science, Philadelphia, PA.

   Cooper, H.; Charlton, K.; Valentine, J.; & Muhlenbruch, L. (2000) Making the Most of Summer School: Meta-analytic and Narrative Review. Monographs of the Society for Research in Child Development, 260, 65, 1-117.

   Taking Responsibility for Ending Social Promotion: A Guide for Educators and State and Local Leaders. (1999). Washington, D.C.: U.S. Department of Education.

   Roberts, G., Technical Evaluation Report on the Impact of Voyager Summer Reading Interventions, University of Texas, October 2000.

3. Good, R. H.; Kaminski, R. A.; Simmons, D.; & KameŽenui, E. (2001). Using Dynamic Indicators of Basic Literacy Skills (DIBELS) in an Outcomes-Driven Model: Steps to Reading Outcomes. Oregon School Study Council (OSSC) Bulletin, 44(1), 2-24.