Improvements in students' learning achievement have lagged behind in low-and middle-income countries despite significant progress in school enrollment numbers. Large-scale early grade reading assessments (e.g., "Annual Status of Education Report" [ASER], 2013; EdData II, n.d.) have shown low reading rates and worryingly high "zero" scores in reading assessments from across the world, including Latin-America. Numerous initiatives are underway globally to try to improve children's literacy development. Although several studies focus on the impact of these initiatives in low-and middle-income countries in Latin-America, to the best of the authors' knowledge, there exists no systematic synthesis of the evidence on what works to improve early grade reading outcomes in the Latin-American and Caribbean region. This systematic review synthesizes the existing literature on what works to improve early grade reading outcomes in the Latin-American and Caribbean (LAC) region. The review addresses the following research questions: (1) What is the impact of reading programs, practices, policies and products aimed at improving the reading skills for children from birth through grade 3 on reading outcomes in the LAC region; and (2) What are the gaps in the evidence base on early grade reading in the LAC region? The authors synthesize the evidence from experimental and quasi-experimental studies to address these research questions. In addition, they synthesize the qualitative evidence associated with reading outcomes in the LAC region and evidence linked to reading outcomes but not associated with a specific intervention. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]