The Frechtling, Zhang, and Silverstein (2006) study showed a substantively important positive average alphabetics effect, while Hecht (2003) did not¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q2 · i1 small
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 The average alphabetics effect size was 0.45 in Frechtling et al. (2006) versus 0.10 in Hecht (2003). → Voyager Universal Literacy System® — WWC Intervention Report 2007

Evidence¶

Voyager Universal Literacy System® — WWC Intervention Report 2007¶

Voyager Universal Literacy System® — WWC Intervention Report. (2007). What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/538

q2 · i1 · quant-synthesis · r1

WWC-computed study-level averages from Appendix A3.1: effect size 0.45 (8 schools, 398 students) versus effect size 0.10 (4 schools, 213 students), both not statistically significant. Findings were inconsistent across the two studies.

"Across all constructs in the alphabetics domain, the average effect size in Frechtling, Zhang, & Silverstein (2006) was positive and large enough to be considered substantively important according to the WWC criteria (that is, at least 0.25). The average effect size for Hecht (2003) was positive, but not large enough to be considered substantively important."

Discussion¶

Related Claims¶

• Evidence extent for Voyager is moderate to large for alphabetics and small for comprehension, with no qualifying studies of fluency or general reading achievement — a broader claim this one bears on
• The WWC found Voyager Universal Literacy System® had potentially positive effects on alphabetics for kindergarten students — related
• The WWC rated Waterford Early Reading Program™ as having potentially positive effects on alphabetics, based on a substantively important average effect size with no statistically significant individual outcomes — related
• Failure Free Reading shows no discernible effects on alphabetics outcomes for beginning readers — related
• In the Vaughn, Cirino, et al. (2006) trial, no reading measure reached statistical significance, but five of seven effect sizes were substantively important — related
• The WWC rates PALS as having potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers — related
• The WWC found Voyager Universal Literacy System® had potentially negative effects on comprehension — related
• No individual alphabetics outcome reached statistical significance in the WWC analysis — related