In the context of rural revitalization and cultural inheritance, the construction of reading environments and the effectiveness of reading promotion for rural children have become important indicators for measuring the balanced development of regional education. Based on the practical experience gained from three trips to Kashgar, Xinjiang, between 2022 and 2024, this article takes Kashgar as the research object and systematically explores the current situation of rural children's reading environments, reading promotion practices, and optimization paths in the region through a combination of field research and data analysis. From the perspective of reading facilities, the network of actors in Kashgar region is constantly expanding. In urban areas, there are public reading spaces such as Kashgar Public Library, Xinhua Bookstore, private bookstores, community cultural centers, and urban book bars, as well as rural primary schools, village committees, rural libraries, and new era civilization practice centers in Shule County, Shufu County, Yingjisha County, and Tashkurgan Tajik Autonomous County, and multiple farmer families. These places operate according to their own spatial characteristics, providing reading services for adults and children, and creating a reading environment. From the perspective of the reading environment, the language, education, and cultural environment in rural areas of Kashgar are gradually improving, narrowing the gap with the mainland; The social and family reading environment has been optimized under economic development. The research finds that, with the support of aid to Xinjiang from multiple parts of the country, rural areas in Kashgar have significantly abundant reading resources and gradually improved reading facilities. However, compared to urban areas, there are problems with book ownership, preservation, and utilization due to weak reading awareness and a lack of professional reading skills. In recent years, the country has attached great importance to the development of children's reading, and the government of Xinjiang has actively responded by formulating plans for children's development and promoting various reading activities, which have brought opportunities and changes to the promotion of reading for rural children. This article proposes the following suggestions for addressing the problems in the Kashgar region: fully leverage the power of reading assistance, including public welfare and charity foundations, reading promoters, and improving the professional level of reading promotion; explore community mutual aid models; pay attention to training teachers' reading education literacy and optimizing children's reading skills; and strengthen parents' understanding of hierarchical reading concepts and establish family support. When exploring diverse paths for reading promotion, the main focus should be on improving the professional level of reading promotion, guiding and supporting the aggregation and connection of local and external forces, and driving the sustained effectiveness of reading facilities. This study not only provides theoretical reference for optimizing the reading ecology of rural children in the Kashgar region, but also aims to offer insights for border ethnic areas and rural areas across the country, promoting educational equity and building a solid foundation for comprehensive rural revitalization through reading promotion. In the future, further attention should be paid to the differences in the reading needs of rural children, and the evaluation of the effectiveness of reading promotion should be deepened to promote the precision and sustainability of reading intervention measures.