Initial reading skills have been widely studied, the most recognized being phonological awareness (PA), alphabet knowledge (AK), rapid automatic naming (RAN), phonological memory (FM) and letter writing. Several intervention programs have sought to stimulate and develop these skills, with positive effects. The present study aims to develop a systematic review of initial reading intervention programs for Spanish-speaking students. For this purpose, a systematic review of the literature was used as the approach and design. The sample of this study corresponds to 20 articles (empirical research) available in the WoS, SCOPUS and SciELO databases. The results indicate that most of the programs (70 %) are of a mixed type, with development of decoding and meaning skills, 70 % of the programs perform intervention collectively (with the whole classroom group), using various material resources, such as notebook, pencils, stories, tablet, digital whiteboard, etc. Thirty-five percent of the programs are organized in more than 70 sessions. In relation to age, 75 % of the studies reviewed carry out their intervention in the age range of 5 to 6 years, through various activities, within which PA exercises, syllable segmentation, sound identification, phonemic analysis and synthesis, story reading, word search, AK through songs stand out. The most worked skills are PA (80 %) and AK (65 %) followed by vocabulary with 45 %. A greater impact can be seen on skills related to decoding, i.e., those programs that develop PA together with AK. Some patterns that stand out among the programs are the systematicity, structure and explicit instruction of the skills they seek to develop.