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Voyager Expanded Learning
Meets Reading Next Recommendations

Reading Next recommended several elements necessary for an effective adolescent literacy program. Passport Reading Journeys incorporates each of these instructional recommendations.

Direct, explicit comprehension instruction: Includes teacher modeling, such as think-alouds, demonstrating to students strategies to use during reading.

Integration of content-area texts: Integrates vocabulary and comprehension instruction with science, social studies, and fine arts content students find most challenging.

Motivation: Uses DVDs, high-interest reading passages, and online technology to gain student interest.

Text-based collaborative learning: Gives students time to discuss and respond in writing as they construct solid understanding of the content.

Strategic tutoring: Small-group instruction and technology application allow teachers to target specific needs of struggling readers.

Diverse texts: Features varied, engaging topics at different readability ranges as determined by the Lexile Framework for Reading and allows students a considerable degree of choice.

Writing: Includes writing in response to reading activities and specific writing lessons to maximize the link between comprehension and writing.

Technology: Incorporates computer-assisted instruction, and offering struggling readers self-paced, individualized instruction that includes immediate feedback and multiple opportunities for practice.

Assessment: Embeds ongoing progress monitoring and formative and summative assessments to guide instruction and determine student success.

Professional development: The training model for Passport Reading Journeys builds capacity and facilitates a successful implementation.
Passport Reading Journeys Beginnings - II Passport Reading Journeys III
The Passport Reading Journeys Design Team
Sharon Vaughn, Ph.D.
Principal Design Advisor
Sharon Vaughn, Ph.D., is the H. E. Hartfelder/Southland Corporation Regents Chair at the University of Texas. She directed the Vaughn Gross Center for Reading and Language Arts at the University of Texas, and is the Co-Principal Investigator at the National Research and Development Center on English Language Learners.
Donald D. Deshler, Ph.D.
Donald D. Deshler, Ph.D., is a professor in the School of Education and director of the Center for Research on Learning (CRL) at the University of Kansas. Dr. Deshler served as an adviser for Reading Next: Vision for Action and Research in Middle and High School Literacy (2004) from the Carnegie Foundation.
Janette Klingner, Ph.D.
Janette Klingner, Ph.D., is an Associate Professor of Education at the University of Colorado at Boulder. She is an Associate Editor for the Journal of Learning Disabilities, and on the editorial boards for eight additional journals. In 2004, she was honored with AERA's Early Career Award for outstanding research.
Susan De La Paz, Ph.D.
Susan De La Paz, Ph.D., is a tenured professor in Santa Clara University's School of Education, teaching courses in both Teacher Education and Special Education. Her research focuses on the area of writing for students with and without learning disabilities, and many of her interventions have focused on students at the secondary level.
Diane August, Ph.D.
Diane August, Ph.D., is a Senior Research Scientist at the Center for Applied Linguistics located in Washington, D.C. She serves as the Principal and Co-Principal Investigator for two federally funded studies investigating the development of literacy in in English language learners.
Passport Reading Journeys Beginnings - II Passport Reading Journeys III
The Passport Reading Journeys III Design Team
Diane Lapp, Ed.D.
Senior Advisor
Diane Lapp, Ed.D., is the Distinguished Professor of education in the Department of Teacher Education at San Diego State University. Experienced teacher and researcher, Dr. Lapp's major areas of research and instruction are issues related to struggling readers and writers and their families who live in low socioeconomic areas.
Donald D. Deshler, Ph.D.
Donald D. Deshler, Ph.D., is a professor in the School of Education and director of the Center for Research on Learning (CRL) at the University of Kansas. Dr. Deshler served as an adviser for Reading Next: Vision for action and Research in Middle and High School Literacy, a recent report from the Carnegie Foundation.
Julia Peyton, Ph.D.
Julia Peyton, Ph.D., is Director of Program Research at Voyager Expanded Learning. Her current research foci include identifying and aligning to best practices for intervention to improve student outcomes, evaluation of program efficacy, assessment development and evaluation, and interpretation of results. She has background experience in reading intervention, teacher training in the area of literacy and intervention, research design, and sustainability of effective innovations.
Janette Klingner, Ph.D.
Janette Klingner, Ph.D., is an Associate Professor of Education at the University of Colorado at Boulder. Her research foci include reading comprehension strategy instruction for diverse populations, the disproportionate representation of culturally and linguistically diverse students in special education, and special education teacher quality.
Sharon Vaughn, Ph.D.
Sharon Vaught, Ph.D., is the H. E. Hartfelder/Southland Corporation Regents Chair at the University of Texas. She is the Co-Principal Investigator at the National Research and Development Center on English Language Learners. Dr. Vaughn is the recipient of the AERA Special Education SIG Award for Research.
Maria Elena Arguelles, Ph.D.
Maria Elena Arguelles, Ph.D., is an education consultant for Reading First and English Language Learners. Dr. Arguelles is a member of the Governor's Secondary Reading Advisory Panel and a research associate of the Florida Center for Reading Research. She is the co-author of several publications and a consultant to publishers developing programs for struggling readers and English Language Learners.