Culture is ubiquitous and plays a significant role in student knowledge development and reading comprehension. Therefore, the purpose of this review was to investigate how culture is considered within reading comprehension interventions for students with learning disabilities (LD) from culturally and linguistically diverse backgrounds. Through a search of five prominent academic journals focusing on LD, we identified 41 studies related to reading comprehension interventions. We coded studies for evidence of culturally responsive pedagogy (CRP) as well as discussion of culture within the manuscript. Findings revealed that while many studies featured evidence-based instructional strategies, researchers often did not explicitly reference culture within their interventions or discuss culture when reporting results. An analysis of studies reporting the use of CRP revealed strategies that value students' linguistic backgrounds and lived experiences. Limitations and implications are discussed, and a call to action in future research is presented.