The mission of the Elementary Reading program in Loudoun County Public Schools is to teach all students how to read and comprehend written text so that they may become independent readers and lifelong learners with a firm grasp of the written world that surrounds them.

General Philosophy – The philosophy is based on a review of current research and the literature on best practices in literacy instruction.

Most reading experts maintain that there is no one best method for teaching reading that works for all children.  G. Reid Lyon (1997) of the National Institute of Child Health and Development (NICHD), summarizing his panel’s research on reading, testified before Congress: “We have learned that no single method, approach or philosophy for teaching reading is equally effective for all children….The real question is which children need what, when, for how long, with what type of instruction and in what type of setting.” 

The LCPS reading program is not based solely on a basal reader, a leveled book, a particular text, or an instructional model.  Instead, a variety of methodologies are employed to assist students in learning to read and reading to learn.

Teachers use instructional practices (strategies, content, and assessments) that are based on a wide range of current research.

Teachers set and maintain high expectations for all students; working with students from where the students are instructionally and helping them reach individual goals, which maximize their potential. The goal is for each student to be at or above grade level in reading.

The elementary reading program provides instruction in the five components of reading – Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.  Time is provided for students to be engaged in independent reading.  Instruction is provided using a balanced or “comprehensive” literacy approach.

Comprehensive Literacy - Comprehensive literacy instruction respects and addresses the needs of all learners, views teachers as informed decision-makers, is flexible, and is research-based.  A comprehensive literacy approach to instruction provides students with daily opportunities to engage in various reading and writing activities to help them communicate more effectively.

Students participate in read alouds, shared reading, reading minilessons, small group instruction (guided reading &/or strategy groups), and independent reading.  Students participate in writing workshop and small group writing instruction as well.  In addition, students engage in phonological awareness lessons (K&1), phonics instruction (K-2), and word study.

Explicit Instruction: Explicit reading instruction means that the teacher shows learners how readers think as they read. The teacher must model the strategy, provide students with guided practice using the strategy, provide for independent use of the strategy, and ensure that students apply strategies as they read. LCPS expects a minimum of 60 minutes of explicit instruction in reading every day in elementary classes.