Approximately 250 million children across the world are not acquiring basic reading and math skills, even though about 50% of them have spent at least 4 years in school. Educational policies on Early grade literacy (EGL) in the Latin America and the Caribbean (LAC) region have long suffered from a disjuncture between school practice and research. This review examines the effectiveness and fidelity of implementation of various programs implemented in the LAC region that aim to improve EGL outcomes, including teacher training, school feeding, computer-aided instruction, nutrition, and technology-in-education. This Campbell systematic review summarizes findings from 107 studies to inform policy for EGL in the LAC region.