Students with disabilities continue to face literacy gaps that limit their academic participation and long-term outcomes. This integrative review examines peer-reviewed research and systematic reviews published between 2000 and 2024, drawing from databases including ERIC, PsycINFO, and Google Scholar. The review covers four evidence-based instructional strategies that have shown consistent results across student populations: explicit instruction, multisensory teaching, assistive technology integration, and scaffolded reading. Findings show that when these strategies are applied with fidelity and adapted to individual learner needs, students with reading disabilities, learning disabilities, and language-based disorders show measurable gains in decoding, fluency, comprehension, and written expression. The review also examines implementation factors (including teacher training, co-teaching models, individualized education program alignment, and family involvement) that either support or limit the transfer of evidence-based practices into real classrooms. Gaps in the literature remain, particularly around long-term outcomes, English language learners with disabilities, and the emerging role of AI-based literacy tools. This review offers concrete recommendations for classroom teachers and directions for future research.
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