This study was intended to review intervention studies that have been conducted to enhance reading competencies of students with emotional or behavioral disorders since 2000 and to examine whether evidence-based reading interventions were provided for the participants. In more than half of the studies reviewed, participants were elementary students and about 15% of the studies were implemented with high school students. Reading interventions for elementary students with emotional or behavioral disorders were focused on promotion of decoding skills and reading fluency, but those for secondary students with emotional or behavioral disorders aimed at improving reading fluency and comprehension. Approximately 75% of the total participants attended general schools and they were almost equally placed in general or special education classrooms. Although approximately 46% of the students attending general schools were from general education classrooms, they were likely to receive reading interventions in settings separate from their own classrooms. Special education classrooms, resource rooms, and classrooms available were most frequently used to provide interventions. The evidence-based educational programs, which were employed in nine studies, were Peer-Assisted Learning Strategies, Corrective Reading, and Stepping Stones to Literacy. In five of the nine studies, the three programs were provided to students at grade levels in which effectiveness of the programs was not proven. Key words : emotional or behavioral disorders, reading, reading interventions, evidence-based practices