The purpose of this narrative review was to examine the linguistic and classroom strategies used by young adults with dyslexia. Studies investigating evidence about university students' use of strategies were compiled from four databases, including Academic Search Complete, APA PyscINFO, Education Research Complete, and Medline. Among the 117 articles identified, 15 studies were ultimately reviewed. The articles were summarized concerning the participant demographics, sample size, design of the study, methods, and the primary outcomes. The findings suggest that adults acquire strategies to help cope with their reading challenges to improve overall academic performance. Building a compensatory reading system using intact language abilities allows adults with dyslexia to perform at the same level as skilled readers. The importance of recognizing the emotional characteristics that may accompany a lifelong condition like dyslexia is emphasized, suggesting collaboration with healthcare professionals for comprehensive guidance.