Data and code associated with the publication: A best-evidence synthesis and meta-analysis on effective reading programs in Spanish

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 (Hedges et al., 2010). To assess the degree of heterogeneity in the effect sizes, a 95% prediction interval was calculated (Borenstein et al., 2017). 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.

本系统综述与元分析考察了K-6年级西班牙语阅读教学项目的有效性。纳入的研究设计包括实验设计与类实验设计。研究采用稳健方差估计的多元元回归模型分析效应量（Hedges等，2010）。为评估效应量的异质性程度，计算了95%预测区间（Borenstein等，2017）。最终共有11项研究、51个效应量符合纳入标准。控制年级与结果类型的完整元回归模型显示，所有研究均呈现显著正向大效应（效应量=0.49，p=0.05），其中对阅读结果呈现显著正向大效应，且对K-2阶段的语音意识、自然拼读、朗读流畅性与阅读理解均有显著影响。研究结果表明，K-6年级西班牙语阅读的有效教学项目确实存在。不过，针对西班牙语母语儿童的阅读教学项目仍需开展更多严谨的研究。