Voyager Passport®

Commercial Program
Comprehension, Oral Reading Fluency, Phonemic Awareness, Phonics & Decoding, Vocabulary

30-40 mins

Target Student

This program is designed for students who have not made progress in core reading instruction, and those who need explicit, systematic instruction to accelerate growth.


Voyager Passport® is a strategic reading intervention designed for K-5 students reading below grade level. This program uses a blended approach—combining teacher led and online instruction. 

The program integrates five components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) into an instructional routine.

The program provides instruction, corrective feedback, and practice time in a small group setting. Each level of Voyager Passport® consists of 120 lessons that are divided into ten-day units.


The teacher-led instructional component utilizes a balanced instructional approach targeting five key reading components (phonemic awareness, phonics, fluency, vocabulary, comprehension).  An assessment and data management system is integrated into the intervention, allowing teachers to monitor progress and differentiate instruction.


The instructional model utilizes five consistent elements in each lesson: teach, model, and probe; guided practice; independent practice; cumulative review; and assessment.  There is also a student-centered integrated technology component which is web-based and can be accessed any time.  It is designed to reinforce the teacher led instructional component.


Ajwani, S. (2008). The success of educational interventions in grades three and five in improving academic progress. (Doctoral dissertation, St. John’s University, 2008). Dissertation Abstracts International, 68(10-A), 4145.

Bell, J. N. (2008). The effects of three reading intervention programs on third grade students’ reading achievement. (Doctoral dissertation, University of Louisiana at Monroe, 2008). Dissertation Abstracts International, 69(5-A), 1649.

Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290–322.

Research Summary
Available Training

Professional development, onsite and online training, and consultation available.

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