Reading Comprehension Improvement for Spanish Students: A Meta-Analysis // La mejora de la comprensión lectora en español: Un meta-análisis

Abstract

A systematic review of interventions to improve reading comprehension was conducted in Spanishspeaking students. Studies included had to have an experimental or quasi experimental design, the equivalence of groups in reading comprehension before intervention had to be controlled, and the participants had to be school-age. Thirty nine studies met the above criteria and were considered. A meta-analysis of random effects was carried out obtaining a combined effect-size estimate of 0.71. The interventions that proved to be more effective were those based on comprehension strategies like locating the main ideas or making inferences, and those interventions combining teaching of strategies with other methods such as motivation or improvement of decoding. Only two studies reported about whether results remained over time after intervention, so maintenance of results is an aspect that should be included in future research. © UPV/EHU.