This paper examines some Successful Educational Actions (SEA) in reading that are in line with the dialogic reading approach. Dialogic reading practices were identified by conducting 5 case studies of schools (preprimary, primary, secondary and special needs programme) in Spain. All the schools had to be performing above other schools in the same context and their students came from families of low SES status and minority background. Three main dialogic reading practices were identified in the case studies: 1) Shared reading in classrooms. Dialogic reading spaces in the classrooms where family members, mostly Roma and migrant without academic background read together with children. 2) Tutored libraries. The school library is transformed into a powerful reading environment where volunteers read with children and carry out stimulating reading activities. 3) Dialogic literary gatherings. Children and families from minority and non-academic background engage in the reading and discussion of classic books from the universal literature. These activities improved children’s reading skills and motivated them for reading. Also non-academic families with minority background decide to engage in other learning processes. Practices of dialogic reading constitute a way to transform the socio-cultural context and thus achieve educational success and favor social justice.