Differentiated instruction is a teaching strategy incorporating contents and approaches to accommodate students' range of needs and skill levels while fostering collaborative learning. The goal of this study is to offer a thorough understanding of how differentiated teaching is implemented and assessed in reading classes. This literature review includes the theoretical foundations of differentiated instruction, its application in English reading classes, and its assessment model. It reviews the studies on differentiated instruction in reading classes in the last nine years (2013-2022). Nine publications from ScienceDirect, ERIC, Taylor & Francis, and Sage were extracted. The results demonstrated that a few strategies and forms of assessment greatly enhanced the application of individualized instruction in reading classes. This paper calls for further studies on implementing differentiated instruction in English reading classes.