Three of every five Kentucky fourth graders are not proficient readers.

Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in later grades and drop out. 

In fact, those who do not read proficiently by third grade are four times more likely to leave school without a diploma than proficient readers. For the worst readers, those who could not master even the basic skills by third grade, the rate is nearly six times greater. For individuals who lack basic literacy skills the risk of incarceration, unemployment, and substance abuse is greater than 50%.


Our tutors are located at partner school sites across eastern Kentucky and provide daily, no-cost intervention services to children and families facing barriers to grade-level reading. To see if your child may qualify, contact our office or your school. If your school isn’t listed, your child can still take part in after-school or summer tutoring offerings offered in person and virtually.

Middlesboro Elementary School
Middlesboro Middle School
Pineville Indement School

Beaver Creek Elementary
Carr Creek Elementary
Cordia School
Emmalena Elementary
Hindman Elementary
Jones Fork Elementary

Hayes Lewis Elementary
Mountain View Elementary
Stinnett Elementary
WB Muncy Elementary

Buckhorn Elementary
East Perry Elementary
Roy G. Eversole Elementary
RW Combs Elementary
Viper Elementary
West Perry Elementary


ReadingCorps members (or tutors) work daily for 30 minutes either one-on-one or in a small group with K-8  students at the same level with matching intervention needs. Each tutoring session is based on the Orton-Gillingham multi-sensory approach.

The essential curricular content and instructional practices that characterize Orton-Gillingham are derived from two sources: first from a body of time-tested knowledge and practice that has been validated over the past 80 years, and second from scientific evidence about how individuals learn to read and write; why a significant number have difficulty in doing so; how having dyslexia makes achieving literacy skills more difficult; and which instructional practices are best suited for teaching such individuals to read and write.

The Program is funded under the National and Community Service Act and Serve America Act, supported by the Kentucky State Service Commission.


Kendall, a student at East Perry Elementary, has made significant reading progress. Here’s what her tutor Kayla has to say about her accomplishments and growth:

“Kyndall came to me as a very shy student and struggled with self-confidence. I felt like she could read better than what she thought. She would get ahead of herself, skip, and mispronounce words due to her trying to read too quickly. I was told by other students it wasn’t just me she was so shy with. After working with her one on one for a few weeks she started to come out of her shell. I knew I had to figure out a way to make her overcome her fears of reading. We did that by reading aloud with each other which she really enjoyed. After doing this with one sentence at a time she learned very quickly she needed to slow down with her reading, and she has since improved her reading skills and confidence in herself.”