A study investigated the utility of a set of Spanish-language instructional materials, "Decsubriendo la Lectura," in compensatory or remedial literacy education for Spanish-speaking elementary students. The reading recovery approach, used with English-speaking first-graders, was adapted for Spanish. Program development included identification of 300 Spanish-language books at 28 difficulty levels, development of 6 observational tasks to provide a profile of the individual student's reading repertoire, and testing of the reliability and validity of the adapted materials with students in 5 Texas, Illinois, and Arizona school districts. The final report outlines the study's objectives and procedures, then presents and analyzes results for each task and correlation. It is concluded that the observational tasks are both reliable and valid, and that the materials had a significant impact on the subjects' literacy acquisition, suggesting that the reading recovery approach does help students who are struggling to read in a relatively short time period (12-16 weeks), and accelerates students so they are on a par with or ahead of average readers. Materials appended to the reported include a suggested reading recovery lesson format, list of Spanish literature books identified for the program, the observation tasks, data collection forms, and Spanish-to-English translations. (MSE)