espanolResumen Contar con herramientas para el diseno y la implementacion de intervenciones en alfabetizacion con ninos hispanohablantes reune cada vez mayor interes entre docentes e investigadores. Para contribuir a esta demanda, realizamos una revision sistematica con el objetivo de sintetizar la informacion disponible sobre intervenciones basadas en la evidencia (IBE) con ninos de primero a tercer grado escolar. Nuestros resultados recogen informacion sobre 20 IBE, que buscaron mejorar al menos uno de los siguientes componentes criticos nombrados por el NRP (2000): conciencia fonologica, principio alfabetico, fluidez, vocabulario y comprension. Dado que el 90% de ellos fue realizado con ninos angloparlantes nos dedicamos a discutir criticamente la aplicabilidad de esta evidencia al contexto particular de paises hispanohablantes. Si bien muchas de las caracteristicas generales de las IBE implementadas en ingles podrian servir de guia para intervenir en espanol, resulta imprescindible tener en cuenta las diferencias estructurales en la ortografia de ambas lenguas. A su vez, identificamos estrategias transversales y tecnicas de implementacion en las IBE, que por su caracter universal podrian ser de utilidad practica tambien para intervenir en el desarrollo lector en espanol. EnglishAbstract An area of increasing interest amongst teachers and researchers is the availability of tools for the design and implementation of literacy interventions with Spanish speaking children. The present systematic literature review contributes to this need by summarizing available findings on evidence-based literacy interventions (EBI) for children from first to third year of primary school. Our results are based on 20 EBI that aimed at improving at least one of the critical components mentioned by the NRP (2000): phonological awareness, phonics, fluency, vocabulary and comprehension. As 90% of the studies were completed with English-speaking children, we critically discussed the applicability of this evidence to the specific context of Spanish-speaking countries. Although many of the general characteristics of the EBI completed with English speaking children could also guide interventions in Spanish, it remains crucial to take into account structural differences between the orthographies of both languages. Moreover, we identified transversal strategies and implementation techniques that due to their universal character could also be useful for early literacy interventions in Spanish.