{"id":5282,"date":"2026-04-10T07:10:15","date_gmt":"2026-04-10T05:10:15","guid":{"rendered":"https:\/\/www.kars4kidsgrants.org\/our-grantees\/?p=5282"},"modified":"2026-04-10T07:10:15","modified_gmt":"2026-04-10T05:10:15","slug":"ar-kids-read-literacy-programs","status":"publish","type":"post","link":"https:\/\/www.kars4kidsgrants.org\/our-grantees\/ar-kids-read-literacy-programs\/","title":{"rendered":"AR Kids Read: Building Confident Readers Through Community and Connection"},"content":{"rendered":"

AR Kids Read<\/a> is tackling one of Arkansas\u2019s most urgent challenges: helping young students who are struggling to read catch up before the gap widens. By mobilizing volunteers and aligning their work with classroom learning, the nonprofit delivers targeted literacy support during the critical early elementary years\u2014helping children begin to see reading as something they can<\/em> do.<\/p>\n

We awarded AR Kids Read a small grant<\/a> because of their thoughtful, community-driven approach\u2014pairing evidence-based reading instruction with mentorship and consistency. Their model stood out not only for its focus on foundational literacy skills, but for how steady encouragement helps students push past frustration, making reading feel less overwhelming and more within reach.<\/p>\n

In this interview, AR Kids Read Executive Director Kathy French explains how relationships, structure, and community collaboration come together to help young readers succeed.<\/p>\n

Kars4Kids: Can you describe the demographic you serve\u2014who are the students AR Kids Read is designed to help, and what specific challenges are they facing when it comes to literacy?<\/strong><\/h2>\n

Kathy French: AR Kids Read serves early elementary students, primarily in grades 1\u20133, who are reading below grade-level, often significantly so. Most of the children we work with come from low-income families or attend schools where a large percentage of students are struggling with reading proficiency.<\/p>\n

These students face a range of challenges. Some have had limited access to books or early literacy experiences. Others need more individualized attention than a classroom can provide. By the time we meet them, many already know that reading feels hard, and that can impact their confidence just as much as their skill level. Our work is focused on building both at the same time.<\/p>\n

\"AR<\/p>\n

Kars4Kids: AR Kids Read emphasizes \u201cnurturing a love for reading through relationships.\u201d How do relationships between tutors and students influence reading outcomes?<\/strong><\/h2>\n

Kathy French: Relationships are at the center of everything we do. When a child meets each week with the same tutor, someone who knows them, encourages them, and celebrates their progress, it changes how they experience reading.<\/p>\n

We see students take more risks, stick with challenging texts, and begin to see themselves differently. Reading shifts from something they avoid to something they can grow into. That consistency and trust create the conditions where real learning can happen.<\/p>\n

\"AR<\/p>\n

Kars4Kids: Recent NAEP<\/a> data shows that more than 70 percent of Arkansas fourth graders are reading below grade-level. What do you see as the main factors contributing to this gap? <\/strong><\/h2>\n

Kathy French: There\u2019s no single cause. It\u2019s honestly a complicated combination of factors. Many students simply don\u2019t have enough time in targeted, small-group or one-on-one instruction to build foundational skills. Teacher capacity is stretched, and classrooms are balancing a wide range of needs.<\/p>\n

Teachers see gaps as early as the first day of kindergarten, and those early gaps tend to compound quickly. If a child is behind, it becomes progressively harder to catch up with each passing year. Add in limited access or exposure to books, fewer opportunities for practice outside of school, and disruptions in learning over the past several years, and the gap grows.<\/p>\n

That\u2019s why supplemental intervention is so important. We focus on providing consistent, high-quality support early enough to change the trajectory.<\/p>\n

\"AR<\/p>\n

Kars4Kids: Your model relies heavily on community involvement. How do volunteers, college students, and program partners work together to support young readers?<\/strong><\/h2>\n

Kathy French: It really is a community effort, and AR Kids Read serves as a catalyst. Everyone has something to bring to the table, and part of our role is helping people plug in in a meaningful way.<\/p>\n

Our tutors reflect the community, working professionals, retirees, college students, even high school students. They bring different experiences, but all are trained and supported to deliver structured, effective lessons.<\/p>\n

School partners help identify students and align our work with the classroom. Community partners support program sites and outreach. When people step into schools and see the need firsthand, they often deepen their engagement. One day they are tutoring, the next they are supporting teachers or advocating in other ways.<\/p>\n

We are stronger when we are working together, and that collective effort is what makes the model work.<\/p>\n

\"AR<\/p>\n

Kars4Kids: Can you walk us through what a typical tutoring session looks like, and how your school-aligned, evidence-based curriculum is implemented?<\/strong><\/h2>\n

Kathy French: A typical session is structured, but still very relational. Tutors start with a quick check in, then move into targeted literacy activities based on a clear lesson plan.<\/p>\n

Our curriculum is aligned with the science of reading and focuses on foundational skills, phonemic awareness, phonics, fluency, and comprehension. Tutors follow a sequence, but they are also trained to respond to what the student needs in the moment.<\/p>\n

We also build in literacy games and hands-on activities to reinforce skills. Young students have shorter attention spans, so making learning engaging helps them stay focused while continuing to practice. Sessions usually include time spent reading, skill building, and encouragement along the way.<\/p>\n

\"AR<\/p>\n

Kars4Kids: AR Kids Read focuses on students in grades 1\u20133. Why is this age range so critical for literacy intervention?<\/strong><\/h2>\n

Kathy French: Grades 1\u20133 are when children are learning to read. After that, they are expected to read to learn. If students do not build strong foundational skills by the end of third grade, other challenges can begin to stack up.<\/p>\n

We can see impacts on confidence, engagement, and overall academic progress. Students who are not reading proficiently by third grade are significantly more likely to struggle long term, including a much higher risk of not finishing high school.<\/p>\n

The encouraging part is that intervention at this stage works. Supporting students early is working upstream of challenges that compound over time. With the right support, students can build strong skills and a more positive path forward.<\/p>\n

\"Happy<\/p>\n

Kars4Kids: You provide not only literacy instruction but also socio-emotional coaching and mentorship. How do these elements complement academic learning?<\/strong><\/h2>\n

Kathy French: For many of our students, confidence is just as important as skill. When reading has been a struggle, it is easy for children to feel discouraged.<\/p>\n

Through consistent relationships, tutors reinforce effort, celebrate progress, and help students build resilience. That sense of persistence, the willingness to try again, is a critical skill that carries well beyond reading.<\/p>\n

When a child begins to believe in themselves, they engage differently. That shift supports both their academic growth and how they approach challenges more broadly. It is exciting to watch!<\/p>\n

\"AR<\/strong><\/h2>\n

Kars4Kids: The organization offers multiple programs, from in-school tutoring to summer literacy initiatives and parent workshops. How do these different programs work together to support a child\u2019s reading journey?<\/strong><\/h2>\n

Kathy French: We think of our work as part of a larger educational ecosystem, with each piece reinforcing the others.<\/p>\n

Student tutoring, during the school year and summer, provides consistent, targeted support. Our summer programs help maintain progress and prevent learning loss. Family workshops equip caregivers with tools to support reading at home and help them better understand what their child is experiencing at school.<\/p>\n

Our collegiate programs also play a role in strengthening teacher pipelines. Students studying education gain real world experience in literacy instruction, so they enter the classroom better prepared from day one.<\/p>\n

Community engagement is another important layer. When community members step into schools as tutors, they gain a clearer understanding of the challenges students and teachers face. That awareness often leads to deeper involvement and advocacy.<\/p>\n

Together, these efforts strengthen not just an individual reader, but the broader education system and our communities.<\/p>\n

\"AR<\/p>\n

Kars4Kids: Training seems to be a key component of your model. What kind of preparation and ongoing support do tutors receive to ensure they\u2019re effective?<\/strong><\/h2>\n

Kathy French: Training and support are essential. Tutors begin with an introduction to our curriculum, the science of reading, and strategies for working with young students.<\/p>\n

From there, support continues throughout the year. Tutors receive weekly tips and resources, and their session notes are reviewed by our Teacher-in-Residence to monitor progress and identify areas for support. We offer coaching as needed, along with opportunities like Lunch and Learns for deeper skill or knowledge building.<\/p>\n

Training also includes how to use manipulatives, incorporate games, and monitor student progress. Our goal is for tutors to continue growing in their skills, just like the students they are working with.<\/p>\n

\"AR<\/p>\n

Kars4Kids: Looking ahead, what\u2019s next for AR Kids Read? How do you hope to grow or expand your impact in the coming years?<\/strong><\/h2>\n

Kathy French: Our focus is on growing thoughtfully so we can serve more Arkansas students while maintaining the quality of our programs.<\/p>\n

We are currently serving students in central and southeast Arkansas, and we see opportunities to expand our reach while continuing to strengthen what we have built. That includes deepening school partnerships, adding sites, and continuing to refine our model.<\/p>\n

We also know that meeting the need will require creativity. As demand grows, we are always looking for ways to stretch resources and engage more of the community in this work.<\/p>\n

At the core, our goal remains the same, ensuring more children in Arkansas have the support they need to become confident, capable readers.<\/p>\n","protected":false},"excerpt":{"rendered":"

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