Mathematics problem-solving is a fundamental aspect of school mathematics that requires an integrated set of skills, such as comprehending the problems and mathematics computation. Providing useful problem-solving interventions and instructions is essential for students who are English learners (ELs) with learning disabilities or at risk for learning disabilities in mathematics (LDM). This study aims to synthesise current word problem-solving intervention studies targeted at improving the mathematic problem-solving performance of ELs with LDM. Fourteen studies were reviewed under three instructional categories: culturally responsive scaffolding, linguistic scaffolding, and mathematical model-based visual scaffolding. The limitations and implications for future research and practice are also discussed.