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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0034-6543 1935-1046 |
| DOI: | 10.3102/00346543241297668 |
