This paper focuses on promoting reading among children with developmental disabilities (TUR), aiming to explore specific challenges and find effective methods and strategies to support this group. Children with TUR encompass various groups with different physical, cognitive, motor, sensory, and social difficulties, each requiring tailored approaches. Early intervention is highlighted as crucial for improving developmental outcomes by providing timely support through therapies and educational programs. In addition to presenting different types of developmental difficulties, the role of parents and teachers in promoting early literacy through joint reading activities, parent education, and creating a stimulating environment at home and in school is emphasized. The importance of the material environment, including the availability of books and written materials, as well as technology that can facilitate the learning process, is also stressed. Inclusive educational practices require adapting curricula and providing necessary resources, such as specialized educators and assistive technology. Methodologically, special attention is given to stories and games as tools for promoting reading. Stories enable emotional connection and critical thinking, while games, particularly educational games like GraphoGame, provide individualized learning tailored to the needs of children with reading difficulties. Digital media is also recognized as an important tool in promoting reading, offering interactive and multimedia content that increases children's motivation and engagement. Finally, by analyzing successful initiatives such as the “Reading and Being with You” project in Croatia, and international examples like GraphoGame and early intervention programs in the United States, key factors for successfully promoting reading among children with developmental disabilities are identified. These factors include early identification of needs, collaboration with parents and the community, and adapting educational strategies to the individual needs of children. Ultimately, the paper concludes that an integrated approach involving the adaptation of educational methods, therapeutic interventions, and emotional support is essential for enabling children with TUR to reach their full potential. Recommendations include continuous monitoring and adjustment of interventions, increasing the availability of resources and support, and strengthening cooperation among all stakeholders in the educational process.