This article argues that reading interventions are a key dropout prevention strategy. A review of the literature connects reading skills and interventions with events such as grade retention, placement in special education, and high school dropout. In general, data indicate that intensive early interventions positively affect students' reading skills, resulting in lower rates of grade retention, reduced incidence of placement in special education, and higher rates of high school completion. Difficulties with reading may interfere with students' motivation and engagement at school and with learning. The article presents an integrated model describing spiraling, or Matthew, effects across reading competence, student engagement and motivation, and eventual high school completion or dropout. Finally, it describes a student engagement intervention, Check & Connect, along with a rationale for combining student engagement and early reading interventions to promote school completion among youth. (Contains 2 figures.)