This systematic review and synthesis summarizes intervention research for Grade K-12 students with a reading difficulty and co-occurring inattention to identify (1) the relevant intervention literature base; (2) the student, study, and intervention characteristics of these studies; (3) the effects of these interventions on reading and behavior outcomes; and (4) the collateral impact of reading interventions and behavior interventions on behavior outcomes and reading outcomes, respectively. Our search process yielded 14 eligible studies. Findings suggest that word reading instruction is associated with improved word reading outcomes and self-monitoring and function-based interventions are associated with improved student behavior. No study measured a collateral effect for reading or behavior interventions. Future reading intervention research is needed to better understand how to improve the reading and behavior outcomes for Grade K-12 students with a reading difficulty and co-occurring inattention. A PRISMA-compliant abstract can be found at https://osf.io/5v8ke/?view_only= d78b4 cdc7eb946ae997df91e08fe2809. [This is the online first version of an article published in "Journal of Behavioral Education."]