This literature review investigates the concept of differentiated instruction in the context of English reading classes. Differentiated instruction is an instructional approach that entails teaching methods and content to meet student’s diverse needs and abilities and to create collaborative learning. This review includes the theoretical foundations of differentiated instruction, its application in English language teaching, and its impact on students’ outcomes. This paper reviews the studies on differentiated instruction in reading classes in the last nine years (2013-2022). Ten articles were taken from Taylor & Francis, ERIC, ScienceDirect, and Sage. Through an extensive analysis of relevant research, this review aims to provide a comprehensive insight into the benefits and challenges associated with implementing differentiated instruction strategies in reading skills. This paper calls for further studies on the process of implementing differentiated instruction and creating a product in English reading classes.