The current scoping review mapped empirical research on advanced literacy abilities, and literacy instruction related to such abilities, in elementary and middle school. The search was conducted in three databases. 26 studies from 2010 to 2023 were included; twenty-one were conducted in North America, four in Asia, one in Oceania, and one in Europe and Asia. The majority focused on elementary school. Reading was the primary research area in favor of writing and literacy, unevenly distributed between three themes: Development and Skills, Characteristics, and Instruction. Regarding the overarching results within the area of reading, the findings 1) indicated that advanced readers develop less during the academic year compared to average and struggling readers, 2) that teachers expressed a knowledge on characteristics of advanced readers, but also expressed a lack of pedagogical knowledge on how to meet these students´ needs, 3) that there were infrequent adjustments of content, tasks, or pace in the inclusive language art classroom, and 4) implicated a need to examine provisions at both elementary and middle school level in a wider range of educational contexts, in order to meet the educational needs of students with advanced literacy skills in various educational and cultural contexts.