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A Best-Evidence Synthesis and Meta-Analysis on Effective Reading Programs in Spanish

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Title: A Best-Evidence Synthesis and Meta-Analysis on Effective Reading Programs in Spanish
Language: English
Authors: José L. Arco-Tirado (ORCID 0000-0002-8390-9724), Francisco D. Fernández-Martín (ORCID 0000-0003-1272-1131), Mirian Hervás-Torres (ORCID 0000-0003-0875-6630), Gracia Jiménez-Fernández (ORCID 0000-0001-9881-7200), Nuria Calet (ORCID 0000-0002-1700-0387), Sylvia Defior (ORCID 0000-0002-2786-3485), Amanda J. Neitzel (ORCID 0000-0002-4676-9320), Robert E. Slavin
Source: Review of Educational Research. 2026 96(1):141-175.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 35
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Education
Descriptors: Literature Reviews, Meta Analysis, Spanish, Spanish Speaking, Reading Instruction, Literacy Education, Reading Programs, Elementary Education, Reading Comprehension, Reading Fluency, Phonemic Awareness
DOI: 10.3102/00346543241297668
ISSN: 0034-6543
1935-1046
Abstract: This systematic review and meta-analysis examined the effectiveness of Spanish reading programs in grades K-6. The research designs included were experimental and quasi-experimental. Effect sizes were analyzed using a multivariate meta-regression model with robust variance estimation. To assess the degree of heterogeneity in the effect sizes, a 95% prediction interval was calculated. A total of 11 studies and 51 effect sizes met the inclusion criteria. The full meta-regression model controlling for grade level and outcome type showed a large positive effect across all studies (effect size = 0.49, p < 0.05), with a large, positive effect on reading outcomes, and significant impacts on phonological awareness, phonics, fluency, and reading comprehension in K-2. Results suggest that effective instructional programs for K-6 Spanish reading exist. However, there is a need for more rigorous research on reading instructional programs for Spanish-speaking children.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495889
Database: ERIC
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  Data: 35
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  Data: This systematic review and meta-analysis examined the effectiveness of Spanish reading programs in grades K-6. The research designs included were experimental and quasi-experimental. Effect sizes were analyzed using a multivariate meta-regression model with robust variance estimation. To assess the degree of heterogeneity in the effect sizes, a 95% prediction interval was calculated. A total of 11 studies and 51 effect sizes met the inclusion criteria. The full meta-regression model controlling for grade level and outcome type showed a large positive effect across all studies (effect size = 0.49, p &lt; 0.05), with a large, positive effect on reading outcomes, and significant impacts on phonological awareness, phonics, fluency, and reading comprehension in K-2. Results suggest that effective instructional programs for K-6 Spanish reading exist. However, there is a need for more rigorous research on reading instructional programs for Spanish-speaking children.
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  Data: 2026
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  Data: EJ1495889
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        Value: 10.3102/00346543241297668
    Languages:
      – Text: English
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        StartPage: 141
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      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Meta Analysis
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      – SubjectFull: Spanish
        Type: general
      – SubjectFull: Spanish Speaking
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Reading Comprehension
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      – SubjectFull: Reading Fluency
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      – SubjectFull: Phonemic Awareness
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