<![CDATA[Children's ability to read the Qur'an requires continuous guidance because learners differ in their mastery of hijaiyah letters, pronunciation points, reading fluency, and basic tajwid. Field observation during the 2026 community service activity in Jorong Campago, Nagari Malalak Utara, Malalak District, Agam Regency, indicated that several children who attended the afternoon Qur'an class atd Darul Ijtihad Mosque still needed direct correction, while others remained at the Iqra' stage. This community service activity aimed to strengthen children's Qur'anic reading skills and establish a consistent afternoon learning habit. The program employed participatory mentoring through preliminary observation, ability-based grouping, talaqqi, demonstration, repeated practice, individual guidance, and reflective evaluation. Data were obtained from participatory observation, field notes, informal conversations with the local Qur'an teacher, and activity documentation. The results showed gradual changes in children's willingness to read aloud, attention to long and short vowels, awareness of pronunciation errors, and confidence in receiving corrections. The most visible progress occurred when examples, repetition, and individual feedback were combined in small learning groups. The activity did not use a standardized pre-test or post-test; therefore, the findings are presented as qualitative indications rather than statistical claims. Its main contribution is a simple differentiated mentoring model that can be continued by local teachers using existing mosque resources. Sustainable implementation requires regular schedules, parental encouragement, and periodic monitoring of each child's reading development.]]>
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