Our Approach to Reading Instruction and Intervention

At Reading Services of Arkansas, we believe that literacy is a right — not a privilege — and that when children in our state learn to read, they are empowered to lead, dream, and change the future of Arkansas for the better.

We don’t view reading instruction as just another academic subject. We see it as life-changing. Illiteracy is more than a gap in education — it can lead to cycles of shame, guilt, and self-destructive habits that begin in childhood and follow individuals into adulthood. That’s why we don’t waste time with ineffective literacy methods. We use what works — and we use it with urgency.

🔎 Our Instructional Foundation: Structured Literacy

Our services are grounded in the science of reading, the Orton-Gillingham approach, and multi-sensory instruction. This method — often called structured literacy — is backed by decades of research on how the brain learns to read.

This means our instruction is:

• Explicit – Skills are taught directly and clearly.

• Systematic – Lessons follow a logical sequence, building step by step.

• Diagnostic – We constantly assess student progress and adjust instruction accordingly.

• Cumulative – Each new concept builds on previously mastered skills.

  
  

This is not a one-size-fits-all approach. It’s a responsive, proven method that gives students the tools they need to truly decode, understand, and engage with language.

❌ What We Don’t Use 

We are committed to approaches that protect a child’s future — and their dignity. That’s why we do not use any whole language or balanced literacy strategies that encourage guessing or short-term compensation.

We do not support:

• Three-cueing systems

• Relying on pictures or context to guess unknown words

• Leveled readers that mask decoding gaps

• DRA (Developmental Reading Assessment) or other tools that don’t reveal root causes of struggle
  

Struggling readers deserve clarity, not confusion. Families deserve support, not shame. We only use tools that respect the science — and the student.

🌟 Who Our Approach Supports

Our structured literacy model supports:

• Children with characteristics of dyslexia

• Students who have fallen behind in reading

• General education students who benefit from strong foundational instruction

• Families and teachers who want consistent, research-based tools for reinforcing literacy

  
  

Whether a student needs to catch up or stay on track, our method meets them where they are — with instruction that works.

💡 Why It Matters: Literacy Changes Lives — and Our State

We do this work because we know what’s at stake. When a child can’t read, they often carry a private weight of shame that can grow into anger, isolation, or apathy. Illiteracy can lead to academic failure, behavioral issues, and a limited future. But when a child learns to read, they gain confidence, opportunity, and hope.

That’s why we’re committed to using what works — nothing less. Structured literacy doesn’t just change academic outcomes — it changes lives.

Because when Arkansas students learn to read well, our state gets stronger. We’re not just building better readers — we’re building a better future.

If you’re a school leader, educator, or parent ready to bring research-based, heart-forward reading support to your students, we’d love to connect. Together, we can break cycles, build confidence, and create a more literate, thriving Arkansas — one reader at a time. 

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