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

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.