Abstract This study examines research in retention and in college reading in order to clarify the role of college reading programs in student retention efforts. Problems in retention research are identified which complicate a clear‐cut involvement of reading instruction in student retention efforts. Three categories of reading research are reviewed which seem to bear on student retention: 1) reading measures as predictors of academic success, 2) retention of gains following reading instruction, and, 3) impact of reading instruction on college grade‐point average. From this categorical review it is concluded that researchers do not simultaneously account for the variables of reading gain, GPA gain, and student retention. Based on these conclusions the following recommendations are made: 1) Greater attention must be paid to program evaluation. 2) Differential treatment models must be identified which address sequence of treatment within a semester and across several semesters. 3) Reading research must be re‐conceptualized along the lines of retention research if reading instruction is to make an appreciable impact on student retention.