Background and Objectives: This study aimed to predict academic engagement in students with reading disorder based on sense of school belonging and academic buoyancy. Reading disorder, despite causing learning difficulties, also has adverse cognitive, emotional, and social consequences and is often linked with reduced motivation and academic engagement. Sense of school belonging and academic buoyancy are known contributors to academic participation, yet their simultaneous role among students with reading disorder has rarely been examined. Methods: This descriptive-correlational study included male fourth-grade elementary students with reading disorder in Khoy during the 2025–2026 academic year, from whom 100 were selected via convenience sampling. Data were collected using the Reeve Academic Engagement Scale, the Goodenow and Grady School Belonging Questionnaire, and the 9-item Martin and Marsh Academic Buoyancy Scale, and analyzed using Pearson correlation and simultaneous multiple regression in SPSS 26. Findings: Sense of school belonging showed a strong positive correlation with academic engagement (r = .663), and academic buoyancy showed a moderate-to-low positive correlation (r = .328), both significant at p < .01. Together, the two variables explained a significant proportion of variance in academic engagement (R² = .46, F = 40.92, p < .001); however, at the level of partial coefficients, only sense of school belonging was a significant predictor (β = .620, p < .001), while academic buoyancy's contribution did not reach statistical significance (β = .143, p = .072). Conclusion: Sense of school belonging is a strong and stable predictor of academic engagement among students with reading disorder, while academic buoyancy's unique contribution is more limited and warrants cautious interpretation. Strengthening supportive school relationships alongside interventions to enhance academic buoyancy may improve these students' academic engagement.