<![CDATA[English reading can be challenging for young learners with physical disabilities because conventional reading materials may create barriers to access and participation. This systematic literature review (SLR) examines how multimodal approaches can support English reading for these learners. The study reviewed 30 relevant studies identified through Google Scholar and Crossref, focusing on research published between 2016 and 2025. The findings were analyzed thematically based on accessibility, learner engagement, learner autonomy, and English reading development. The results indicate that digital texts, audio-supported materials, multimedia, interactive e-books, and assistive technologies can provide alternative ways for learners to access and interact with English reading materials. Accessibility was the most frequently reported benefit, followed by learner engagement, reading comprehension, and learner autonomy. The findings suggest that multimodality can help reduce physical and instructional barriers while creating more flexible and inclusive English reading experiences. However, its effectiveness depends on appropriate material design, accessible technology, teacher support, and learners' individual needs. This review highlights the potential of multimodal approaches as a practical strategy for making English reading more accessible and inclusive for young learners with physical disabilities.]]>
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