Reading was recognized as a fundamental educational skill and an essential cognitive and communicative tool for participation in academic, social, and professional life. Difficulties in reading often caused serious educational, emotional, and social problems among students. The purpose of this study was to review and analyze previous research on the use of educational and therapeutic games for students with reading disorders to determine their role in diagnosis, prevention, intervention, and improvement. This systematic review was conducted in October 2024 following the PRISMA guidelines. The research design was a document-based analytical review, and the statistical population included national and international studies related to games and reading disorders. A total of 505 articles were identified through searches in six international and three national databases, and after applying inclusion and exclusion criteria, 17 studies were selected. Data were analyzed through descriptive synthesis and thematic comparison. Results showed that games had been applied in four main areas: diagnosis and screening, prevention and early intervention, treatment and remediation, and evaluation of students with reading disorders. Most studies emphasized therapeutic applications, while early detection and prevention received limited attention. It was concluded that educational games provided significant potential for improving reading abilities and motivation in students with reading disorders, though their effectiveness depended on appropriate design, platform compatibility, and educational objectives.