According to previous research, video modeling is an evidence-based practice for students with disabilities to enhance their social, communication, functional and behavioral skills. However, there is a small body of studies investigating the effects of video modeling intervention on academic skills, especially reading for students with disabilities. The purpose of this study was to analyze the research trends on this topic and examine the effects of video modeling on the reading achievement of Pre-K to 12th grade students with disabilities. For this study, a total of 13 studies published in both Korea and other countries through 2018 were selected. The studies were analyzed for overall study characteristics (e.g., publication year, research design, participants), use of video modeling for reading instruction (e.g., the type of video modeling, interventionist, target reading skills), and effects (i.e., intervention, maintenance and generalization). The PND computed indicated a small effect for the intervention and a medium effect for maintenance. Based on the results, the implications and recommendations for future research were provided.