Phonological awareness and fluency show the largest effect-size relations with reading comprehension among Spanish-speaking children's essential reading components.¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2022 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Among the essential components of reading, the largest meta-analytic effect sizes with reading comprehension in monolingual Spanish-speaking children were for phonological awareness and for fluency. → Baker 2022

Evidence¶

Baker 2022¶

Baker, D.L., Alberto, P.C., Macaya, M.M., García, I., & Gutiérrez-Ortega, M. (2022). Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09694-1

q3 · i? · quant-synthesis · r2

Meta-analysis using a random effects model with Fisher's z as the effect-size index, synthesizing relations between essential reading components and reading comprehension. The review reports that "the largest effect sizes were between phonological awareness and reading comprehension, and between fluency and reading comprehension." No specific effect-size values are printed in the available text.

"(2) the largest effect sizes were between phonological awareness and reading comprehension, and between fluency and reading comprehension"

Discussion¶

Learner Variables¶

• Phonological Awareness — predictor: learners who differ on it differ in outcomes
• Reading and Language — predictor: learners who differ on it differ in outcomes
• Reading Fluency — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The evidence base comprises 33 studies yielding 146 effect sizes on reading components and comprehension in monolingual Spanish-speaking children (2000–2021). — related
• Most studies of Spanish-speaking children's reading have focused on phonological awareness or alphabetic principle in relation to reading comprehension. — related
• Effect sizes linking reading components to comprehension are highly heterogeneous across studies, partly explained by age, country, and comprehension test used. — related
• Bilingual children show a general advantage in reading acquisition, especially when learning two alphabetic languages — related
• Phonological awareness instruction shows one of the highest outcome-specific effects (0.57) in Spanish reading programs — related