This paper provides a review of the literature on reading interventions for English language learners (ELLs) with learning disabilities (LD) in the elementary grade levels (K-5). The goal of this review was to identify and evaluate reading interventions that have been used in the special education literature for ELLs with LD in the early grade levels. A systematic search of the literature from 1975 to 2016 yielded nine studies that met our inclusion criteria. Reading interventions that emerged from our review included: (a) computer-based constant time delay, (b) graphic organizers, (c) peer-tutoring, (d) repeated reading with a vocabulary component, and (e) two reading programs (Project PLUS & Read Well). Overall, the results of the studies showed promising effects on improving the reading outcomes for ELLs with LD in the elementary classroom.