This meta-analysis aims to quantitatively synthesize the relation between the essential components of reading and reading comprehension in children whose first language is Spanish and who are learning to read in Spanish in a monolingual setting. Searches were conducted in WOS, Scopus, and ERIC from 2000 to 2021. We used a random effects model and Fisher’s z as an index of effect size. We found 33 studies involving 146 effect sizes between the essential components of reading and reading comprehension. The essential components included phonological awareness, morphological awareness, alphabetic principle, fluency, vocabulary, and oral comprehension. Results of the meta-analysis revealed that (1) most studies have focused on understanding the relation between phonological awareness or alphabetic principle and reading comprehension, (2) the largest effect sizes were between phonological awareness and reading comprehension, and between fluency and reading comprehension, and (3) there is a large heterogeneity across studies which is explained, in part, by factors such as age, country where the study was conducted, and the reading comprehension tests used. Implications for practice and future research are discussed.

这项荟萃分析旨在定量综合阅读和阅读理解的基本组成部分之间的关​​系，这些儿童的第一语言是西班牙语，并且正在学习单语环境中的西班牙语阅读。从 2000 年到 2021 年，在 WOS、Scopus 和 ERIC 中进行了搜索。我们使用了随机效应模型和 Fisher's z作为效应大小的指标。我们发现了 33 项研究，涉及阅读和阅读理解的基本组成部分之间的 146 个效应量。基本成分包括语音意识、形态意识、字母原则、流利度、词汇和口语理解。荟萃分析结果显示（1）大多数研究都集中在理解语音意识或字母原则与阅读理解之间的关系，（2）最大的影响大小是语音意识和阅读理解之间以及流利度和阅读理解之间的关系。 (3) 研究之间存在很大的异质性，部分原因是年龄、进行研究的国家和使用的阅读理解测试等因素。