The purpose of this study was to assess the impact of reading interventions for students with reading difficulties, students with learning disabilities, low achievement, and mild intellectual disabilities. A meta-analysis was conducted for the single-subject research in reading interventions. In addition, through the meta-ANOVA, the control variables were divided into the subject-related variables (participant type) and the intervention–related variables (intervention type, reading target area). A total of 43 single-subject research articles were analyzed from 2001 to 2017, 124 students were included in the final analysis and a total of 185 Tau-U values ​​were calculated at the intervention stage and 183 Tau-U values ​​at the maintenance stage. The mean difference in the effect size between the baseline and the intervention was significantly higher (Tau-U = .556, p = .000) in intervention, and the mean total effect of maintenance was also significantly higher (Tau-U = .834, p = .000). Finally, the limitations and implications are discussed.