The Voyager Universal Literacy System: Results From a Study of Kindergarten Students in Inner-City Schools

Frechtling, Joy A.; Zhang, Xiaodong; Silverstein, Gary

doi:10.1207/s15327671espr1101_5

Cited by 10 publications

(7 citation statements)

References 9 publications

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“…The authors suggested cautiousness when interpreting the findings, since studies with no effects would be likely to describe low extent of implementation as a reason for no experimental-control differences. Frechtling, Zhang, and Silverstein (2006) found that implementing essential features of a program-for instance provision of extra support to struggling pupils, and consistent use of the curriculum guides-made a significant difference in student learning. In implementing PictoPal (the tool used in this study), found that more than on-computer activities only, the integration of on-and off-computer activities supported early literacy learning of pupils.…”

Section: Curriculum Implementationmentioning

confidence: 99%

Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis

Cviko

McKenney

Voogt

2014

Computers & Education

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Section: Curriculum Implementationmentioning

confidence: 99%

Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis

Cviko

McKenney

Voogt

2014

Computers & Education

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“…Finally, it should be acknowledged that the evaluation was based on one measure of early childhood literacy. Use of an alternative literacy measure more or less sensitive to the VUL instructional model or the nonprogram instructional practices of teachers may have produced a different estimate of the relationship between treatment fidelity and recipient growth rates (see Frechtling et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Evaluation studies posted on the publisher's Web site (http://www.voyagerlearning.com/) indicate that VUL has been consistently more successful than other reading programs at helping students to develop core literacy skills. Yet only one peer-reviewed study of VUL (Frechtling, Zhang, & Silverstein, 2006) has been published to date. This study, a quasi-experiment involving eight elementary schools (four treatment and four comparison schools), demonstrated that kindergarteners who received 8 months of exposure to VUL had a statistically greater rate of literacy acquisition relative to kindergarteners who received a traditional curriculum in the same time period.…”

Section: Methods Program Theorymentioning

confidence: 99%

“…Yet only one peer-reviewed study of VUL (Frechtling, Zhang, & Silverstein, 2006) has been published to date. This study, a quasi-experiment involving eight elementary schools (four treatment and four comparison schools), demonstrated that kindergarteners who received 8 months of exposure to VUL had a statistically greater rate of literacy acquisition relative to kindergarteners who received a traditional curriculum in the same time period.…”

Section: Program Theorymentioning

confidence: 99%

See 1 more Smart Citation

A Multilevel Multisite Outcomes-by-Implementation Evaluation of an Early Childhood Literacy Model

Zvoch

Letourneau

Parker

2007

American Journal of Evaluation

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ArticlesArticles should deal with topics applicable to the broad field of program evaluation. Articles may focus on evaluation methods, theory, practice, or findings. In all cases, implications for practicing evaluators should be clearly identified. Examples of contributions include, but are not limited to, reviews of new developments in evaluation, descriptions of a current evaluation study, critical reviews of some area of evaluation practice, and presentations of important new techniques. Manuscripts should follow APA format for references and style. Length per se is not a criterion in evaluating submissions. However, manuscripts in excess of 35 double-spaced pages may be returned to the authors without review at the discretion of the editor.Abstract: The evaluation of an intervention delivered across multiple treatment sites presents a unique opportunity for evaluators to gauge the manner and degree to which the "impact" of treatment varies across implementation conditions and different target populations. However, the availability of implementation data for each treatment site, while presenting the opportunity for more sophisticated impact assessment, also presents an analytic challenge. In the following, multilevel growth models were applied to data describing students and classroom sites to demonstrate how the multilevel modeling framework can be used to analyze data obtained from a multisite program implementation. Results of the investigation indicated that increased adherence to the program model was not associated with more positive recipient outcomes. Further examination of the null finding indicated that the highest and lowest rates of literacy growth observed in the study were concentrated in several lowimplementing sites. Implications for multisite evaluation design and practice are discussed.

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“…The authors suggested cautiousness when interpreting the findings, since studies with no effects would be likely to describe low extent of implementation as a reason for no experimental-control differences. Frechtling, Zhang, and Silverstein (2006) found that implementing essential features of a program-for instance provision of extra support to struggling pupils, and consistent use of the curriculum guides-made a significant difference in student learning. In implementing PictoPal (the tool used in this study), Verseput (2008a) found that more than on-computer activities only, the integration of on-and off-computer activities supported early literacy learning of pupils.…”

Section: Curriculum Implementationmentioning

confidence: 99%

Teacher roles and pupil outcomes in technology-rich early literacy learning

Cviko¹

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The Voyager Universal Literacy System: Results From a Study of Kindergarten Students in Inner-City Schools

Cited by 10 publications

References 9 publications

Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis

Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis

A Multilevel Multisite Outcomes-by-Implementation Evaluation of an Early Childhood Literacy Model

Teacher roles and pupil outcomes in technology-rich early literacy learning

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