BS in Elementary Education: Teaching Reading Degree

Q: What is the role of a reading teacher?

The role of a reading teacher is to nurture students’ literacy skills while striving to instill a lifelong love of reading. Relying on competencies in fluency, phonics, phonemic awareness and reading comprehension, reading teachers deliver targeted support to struggling readers. They conduct reading assessments, identify problem areas and implement reading remediation strategies.

Q: Can you become a reading specialist with the BS in Elementary Education: teaching reading emphasis?

The curriculum for this bachelor’s degree is designed to prepare graduates to pursue initial teacher licensure. This can be a step toward pursuing a career as a reading specialist. Becoming a reading specialist typically involves obtaining additional certifications or degrees beyond a bachelor's degree and may vary by state or district.

Q: Does this program offer student teaching opportunities?

Yes, this program requires student teaching, along with coursework in literacy instructional planning and teaching methods. During this 15-week immersive learning experience, you will be placed in an elementary classroom to gain hands-on experience instructing the class and working with students individually.

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Degree Level

Bachelor's

Class Setting

Online

Area of Study

Language

Program

BS in Elementary Education: Teaching Reading (Licensure)

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U.S. Citizen

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Country

United States

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Overview

What Is a BS in Elementary Education With a Teaching Reading Emphasis?

The Bachelor of Science in Elementary Education with an Emphasis in Teaching Reading at GCU can empower you to inspire a lifelong love of reading in elementary school children while helping prepare them for further academic growth.

Offered by the College of Education, this emphasis program focuses on reading development, diagnosis and intervention while preparing you to apply for initial teacher licensure.

Bachelor of Science in Elementary Education with an Emphasis in Teaching Reading

Initial Program – Leads to Initial Teacher Licensure

Offered By

College of Education

Class Settings

Campus

Online

Tuition Rate

Campus: $8,250 per semester [More Info]

Online: $460 per credit [More Info]

Cost of Attendance

Course Information

Credits: 120

Campus: 15 weeks

Online: 7 weeks

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Transfer Credits

Up to 90 credits, only 84 can be lower division

Credits: Fill out the Lopes Eval to find out what will transfer

Admission Requirements

Admission Requirements (Bachelor's)

16+ years old
High School Graduate
3.0+ Unweighted GPA

OR 2.5+ Unweighted GPA and

ACT: 19
SAT: 1000*

Admission requirements may differ based on degree level, program and modality, or transfer status. Some programs of study may require a higher GPA and/or other qualifying criteria for admission. Please review full admission and program requirements in the University Policy Handbook.
*Math and reading only on a 1600 point scale (test date after 3/1/2016). SAT score of 1380 required for 2400 point scale (test date before 3/1/2016).

Why GCU

Why Earn an Elementary Education Degree at GCU?

Earning your elementary education degree at GCU means gaining the knowledge and practical experience needed to help young learners become confident, capable readers. This program emphasizes supporting struggling readers while preparing you with industry‑aligned teaching strategies developed with input from education professionals. GCU offers access to experienced faculty and a variety of student support resources, including library services, tech support and career guidance. Hands-on opportunities can help you apply classroom concepts in real elementary school settings.

You’ll explore curriculum from a Christian worldview, where faith and values are integrated into coursework. GCU encourages future educators to model Christ-like character and serve as compassionate leaders in their classrooms and communities.

Earn Your Elementary Education Degree Online

You can earn an education in teaching reading through flexible online classes at GCU.^{(See disclaimer 1)} Our online learning approach allows you to pursue your goals while balancing your studies with your other commitments. You can enjoy an interactive experience by participating in discussions with peers and instructors via our online learning platform.

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On-Campus Learning and Student Life at GCU

If you prefer to earn your degree in teaching reading on campus, you can look forward to an immersive academic experience that is complemented by an enriching campus life. GCU offers modern, suite-style residence halls and apartments, along with many dining options, clubs, intramurals and other campus activities.

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Competitive Online and On-Campus Tuition

GCU offers an affordable college education for both online and on-campus students. Along with freezing our on-campus tuition rate since 2009 and setting competitive online tuition rates, GCU connects students to financial aid, including institutional scholarship opportunities.

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Hear From Our Students

"GCU offers amazing practicum opportunities. These practicum opportunities allow you to go into real classrooms and show all the things that you’ve learned throughout your coursework."

Abigail Steffen

Elementary Education Major

"GCU offers amazing practicum opportunities. These practicum opportunities allow you to go into real classrooms and show all the things that you’ve learned throughout your coursework."

Abigail Steffen

Elementary Education Major

Coursework

Reading-Focused Coursework Within the Elementary Education Program

Our teacher candidates will work through a comprehensive curriculum spanning child development, ethics, professionalism, instructional strategies, reading interventions and beyond. This program teaches competencies for future teachers of kindergarten through grade eight.

The coursework is complemented by elementary education field experiences that guide you through 120 hours of observational and practice-based learning. You will gain hands-on experience during a 15-week student teaching placement.

All courses are directly aligned with standards from the Interstate Teacher Assessment and Support Consortium (InTASC), the Association for Childhood Education International (ACEI) and the International Society for Technology in Education (ISTE).

Areas of study include:

Foundational literacy skills and phonics

Methods and strategies for reading instruction

Assessment of reading proficiency

Research-based reading development and interventions

Diagnosis and remediation of reading difficulties

Developmentally appropriate children’s literature

Teaching English learners

Equitable and welcoming learning environments

Careers

What Can I Do With an Elementary Education: Teaching Reading Degree?

This BS in Elementary Education: teaching reading emphasis program helps prepare teacher candidates for the classroom and can lead to initial teacher licensure in the state of Arizona. Accordingly, graduates may pursue an elementary education teacher position with a focus on teaching reading in the K–8 classroom environment. Some graduates may decide to pursue the additional credentials required to teach education at the postsecondary level.

Graduates who wish to become full reading specialists will need to meet the additional certified reading specialist requirements established by their state. Some states require a master’s degree, such as a Master of Arts in Reading with an Emphasis in Elementary Education. Some states additionally require a reading specialist certification.^{(See disclaimer 2)} Ensure that you carefully review the requirements for obtaining a teaching license in the state where you plan to teach.

$62,310

Median annual wage for kindergarten and elementary school teachers in May 2024^{(See disclaimer 3)}

Accreditation

Pursue Your Elementary Education Degree From an Accredited University

GCU is an institutionally accredited university that has been continuously accredited by the Higher Learning Commission since 1968. Additionally, this degree is programmatically accredited by the Association for Advancing Quality in Educator Preparation (AAQEP), an indicator of effectiveness in educator preparation.

FAQ

Frequently Asked Questions

If teaching reading in elementary education is something you’re passionate about, take some time to reflect further on your future by reviewing the following FAQs and answers.

What is the difference between a reading specialist and a reading teacher?

The difference between a reading specialist and a reading teacher is that a reading specialist has advanced training in literacy instruction^{(See disclaimer 2)} and focuses on assessing and supporting struggling readers, while a reading teacher typically delivers reading instruction as part of a general education role. A reading specialist’s primary role is to assess, diagnose and provide targeted interventions for students who are struggling with reading. In contrast, a reading teacher is typically a general education teacher who also delivers reading instruction.

What is the role of a reading teacher?

Can you become a reading specialist with the BS in Elementary Education: teaching reading emphasis?

Does this program offer student teaching opportunities?

Is the teaching reading emphasis hard?

The teaching reading emphasis can be hard or challenging because it requires dedication, consistent effort and a strong commitment to developing your instructional skills. This degree program can prepare you to become an effective elementary educator with a strong knowledge base of teaching reading to young children. Practical experiences like classroom observations and student teaching are integral components, which may require additional time and commitment on your part.

Is becoming an elementary reading teacher worth it?

Becoming an elementary reading teacher can be worth it for individuals passionate about education and literacy. As an elementary teacher, you play a vital role in promoting literacy, which serves as a foundation for lifelong learning. Becoming any sort of elementary school teacher can be a fulfilling career choice, and you may alternatively want to consider earning a BS in Elementary Education without an emphasis. Further, according to the U.S. Bureau of Labor Statistics (BLS), kindergarten and elementary school teachers had a median annual wage of $62,310 as of May 2024.^{(See disclaimer 3)}^{(See disclaimer )}

Courses

Program Curriculum

Credit Summary

General Education Requirements34-40 credits

Major80 credits

Open Elective Credits0-6 credits

Degree Requirements120 credits

General Education Requirements

General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.

Competency

4 Total Credits

Course Description

Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community.

Competency

9-12 Total Credits

Competency

4 Total Credits

Competency

11-12 Total Credits

Course Description

Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.

Competency

6-8 Total Credits

Course Description

Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, cross-cultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). If the predefined course is a part of the major, students need to take an additional course.

Required General Education Courses

MAT-150

4 Total Credits

HIS-144

4 Total Credits

Core Courses

ELM-201

4 Total Credits

Course Description

Teacher candidates survey how children and early adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. Teacher candidates explore the implications of growth and development for designing and implementing appropriate and challenging learning experiences. This survey of the theories and research related to how children and young adolescents grow and learn allows teacher candidates to build foundational knowledge for constructing learning experiences that take into consideration students' developmental levels, prior experiences, interests, and culture. Upon completion of this course, teacher candidates will have reflected on personal values and biases and established professional learning goals that reflect codes of ethics, professional standards practices, and relevant laws and policies related to the field of education. Practicum/field experience hours: None. Fingerprint clearance not required.

ELM-211

4 Total Credits

Course Description

Teacher candidates build foundational knowledge on learning theories to identify and design culturally responsive lessons and a variety of assessments that effectively engage and assess diverse learners. Teacher candidates will apply the major concepts, principles, theories, and research related to the cognitive, linguistic, social, emotional, and physical development of children and young adolescents to design and modify instruction and a variety of assessments. Focus is placed on strategies that support learners in self-reflection, goal setting, and identifying quality work. Practicum/field experience hours: None. Fingerprint clearance not required.

MAT-151

4 Total Credits

SPD-208

4 Total Credits

Course Description

Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify preventative and responsive practices related to cognitive, linguistic, social, and emotional patterns of learning and development for students with mild to moderate disabilities. Emphasis is placed on identifying appropriate times to differentiate, modify, or accommodate to support student learning. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: None. Fingerprint clearance not required.

REA-366

4 Total Credits

Course Description

Teacher candidates survey a variety of literacy instruction and phonemic practices. Emphasis is placed on the five elements of reading: phonics, phonemic awareness, fluency, vocabulary, and comprehension. This survey prepares the teacher candidate to plan and evaluate effective reading instruction that optimizes student literacy, including writing development. Effective communication techniques are reviewed and practiced with a variety of audiences teacher candidates may encounter in a classroom. Prerequisite: ELM-211 or enrollment in the BS Educational Studies program.

ELM-251

4 Total Credits

Course Description

In this writing intensive course, teacher candidates examine how to establish and maintain inclusive and collaborative learning environments that promote positive and safe relationships, active engagement, high expectations, and equity for all students. Teacher candidates focus on expanding students' ability to collaborate and communicate through multiple modes and forms of communication. Practicum/field experience hours: 20. Fingerprint clearance required.

ELM-316

4 Total Credits

Course Description

Teacher candidates examine how to teach foundational skills to develop proficient readers with the capacity to comprehend texts across a range of texts and disciplines. Teacher candidates build additional knowledge regarding print concepts, phonological awareness, phonics and word recognition, and fluency to promote early literacy and independent readers. Collaboration with all stakeholders when designing literacy instruction to meet the needs of specific learners is examined. The science surrounding reading instruction is explored and put into practice with this foundational knowledge. Additionally, teacher candidates use a variety of data to reflect on teaching practices, inform instruction, and improve student learning. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.

REA-326

4 Total Credits

Course Description

Teacher candidates develop strategies for literacy intervention and remediation to foster and support student autonomy in the classroom. Teacher candidates build knowledge and skills to analyze and use assessment data when planning literacy supports in all content areas, communicating student progress, promoting self-directed learning, and empowering students to set goals for their own learning outcomes. Language and literacy development is examined to inform intervention and remediation strategies and practices that support readers of varying ages and ability levels, including students with dyslexia and other reading disabilities. Emphasis is placed on identifying the strengths and needs of individuals when planning instruction and providing descriptive and timely feedback on student progress. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.

REA-370

4 Total Credits

Course Description

Teacher candidates survey types and purposes of literature based on the developmental literacy needs of elementary-aged children including student choice, engagement, and motivation. Particular emphasis is dedicated to the various genres that exist within the literature spectrum and how to utilize the different genres, including digital text, to meet specific instructional needs and literacy goals of elementary-aged children. Practicum/field experience hours: None. Fingerprint clearance not required.

EDU-330

4 Total Credits

Course Description

In this writing-intensive course, teacher candidates will explore multicultural education by engaging in research, communication, and ethical decision-making, focusing on developing educators' skills in creating equitable and inclusive learning environments. Through analysis of evidence and virtuous practice, the course will examine the critical role of educators as advocates for all students, empowering participants to address disparities and promote equitable opportunities for academic success. With a specific focus on the principles of multicultural education, teacher candidates will be encouraged to reflect on the influence of their own worldviews and perceptions. Emphasizing the concept of imago Dei, which sees every individual as made in the image of God, this course aims to foster culturally responsive classrooms that welcome diversity in all forms. Teacher candidates will explore strategies to effectively bridge the gaps between various diversities and academic achievement, to foster human flourishing within the educational sphere. The course blends content with practical application, highlighting the educator's role as an advocate for all students and promoting equitable academic opportunities.

GOV-260

1 Total Credits

ESL-440N

3 Total Credits

Course Description

In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs and approaches for teaching English learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement as they plan, deliver, and evaluate standards-based instruction for English learners. Practicum/field experience hours: 15. Fingerprint clearance required.

REA-411

4 Total Credits

Course Description

Teacher candidates participate in introductory studies of assessment systems for students in the classroom, identifying reading difficulty and remediation options. Candidates will evaluate assessments to identify reading needs in the five essential components of literacy, and plan remediation strategies. Candidates will review assessment tools and communicate assessment results to a variety of audiences. Focus will be placed on collaboration strategies with colleagues about instructional practices and interventions. Practicum/field experience hours: None. Fingerprint clearance not required.

ELM-455

4 Total Credits

Course Description

Teacher candidates will build an evidence-based foundation for teaching science standards including research on the ways students learn science effectively through creating real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. Teacher candidates will examine and implement inquiry-based instructional strategies for teaching science lessons about physical science, earth and space science, life science, and health that integrate the science standards and practices. Emphasis is placed on collaboration and digital literacy to promote learner development, achievement, and well-being. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.

ELM-465

4 Total Credits

Course Description

Teacher candidates examine a variety of instructional strategies to encourage students to develop a conceptual understanding of the mathematics standards and procedures that define elementary and middle school mathematics including: number sense, place value, basic operations, fractions and decimals, algebra concepts, measurement, and proportions. From this foundational knowledge, candidates select, adapt, and implement research-based methods, instructional strategies, and interventions to purposefully engage learners in using creative and critical-thinking skills and to ensure all students have an equitable learning experience in mathematics. Teacher candidates explore collaboration to promote a mathematical mindset that establishes a positive and supportive learning environment and nurtures learner growth and development. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.

ELM-475

4 Total Credits

Course Description

Teacher candidates will build foundational knowledge on how to use concepts from reading, language, and child development to teach and assess reading, writing, speaking, viewing, listening, and thinking skills using differentiated and standards-based instruction. From this foundational knowledge, teacher candidates will create opportunities for students to practice academic language and literacy across subject areas. Teacher candidates select, adapt, and implement research-based methods, instructional strategies, culturally responsive teaching, and inclusive practices to individualize meaningful and challenging learning for students, with an emphasis on literacy. Emphasis is placed on using a variety of data to monitor learner needs, reflect on student learning, and guide future instruction. Practicum/field experience hours: 25. Fingerprint clearance required. Prerequisite: ELM-316.

REA-421

4 Total Credits

Course Description

Teacher candidates develop deeper understanding of evidence-based assessment strategies and instructional procedures, curriculum, instructional alternatives, and program planning for the literacy development of students with reading and/or writing disabilities, including dyslexia. This course will address specific reading development issues, and advocacy for strategies that support struggling readers in literacy rich learning environments. This course will focus on how, as a teacher, to plan tiered support systems and facilitate appropriately focused and intensive literacy instruction. Practicum/field experience hours: 20. Fingerprint clearance required.

ELM-485

4 Total Credits

Course Description

Teacher candidates will examine a variety of instructional strategies to encourage students to independently and collaboratively develop a deep understanding of the major concepts and modes of inquiry from the study of social studies. Teacher candidates will build foundational knowledge on promoting elementary students' abilities to critically analyze and make informed decisions that consider multiple perspectives as citizens of a culturally diverse local and global society. Teacher candidates will integrate the performing and visual arts as primary media for communication, creativity, and engagement among elementary students. Additionally, advocacy for students, families, schools, and the community to strengthen the learning environment, promote student success, and demonstrate leadership is explored. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.

REA-461

4 Total Credits

Course Description

Teacher candidates study the implications of reading disabilities, assessment procedures, and methods for correction. Formal and informal assessment procedures will be examined and applied in practice. Candidates will collaboratively explore the use of performance data as a part of the assessment cycle to support the diagnosis and remediation process. Teacher candidates build on this foundational knowledge in the evaluation of abilities and achievement in the area of literacy. Practicum/field experience hours: None. Fingerprint clearance required. Practicum/field experience hours: None. Fingerprint clearance not required.

ELM-490

8 Total Credits

Course Description

Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Performance of Evaluation (STEP).Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to develop a Student Teaching Evaluation of Performance (STEP). The teacher candidate will have a GCU course instructor, a GCU faculty supervisor, and be placed in an approved school with a certified cooperating teacher/mentor. Fingerprint clearance required. Prerequisites: Successful completion of all courses in POS and content area; a 2.8 GPA; successful completion of NES or your state’s mandated content area exams; and approval and placement by the College of Education Office of Clinical Practice. All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.

GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
Please refer to the Academic Catalog for more information. Programs or courses subject to change

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Strengthen Reading Confidence in Young Learners

Pursue a teaching role with a solid foundation in teaching reading to elementary school students. Help the next generation fall in love with reading.

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If you are seeking licensure/certification, please refer to the "Accreditation and Compliance/State Disclosures” link for the specific program of interest’s website for your location and/or employment state’s licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).

Excluding observational and practice-based experiences and student teaching.
Indeed Editorial Team. (2025, June 9). How To Become a Reading Specialist in 8 Steps. Indeed. Retrieved February 2026.
The earnings referenced were reported by the U.S. Bureau of Labor Statistics (BLS), Kindergarten and Elementary School Teachers, as of May 2024, retrieved February 2026. Due to COVID-19, data from 2020 to 2023 may be atypical compared to prior years. BLS calculates the median using salaries of workers nationwide with varying levels of education and experience. It does not reflect the earnings of GCU graduates as kindergarten and elementary school teachers, nor does it reflect the earnings of workers in one city or region of the country or a typical entry-level salary. Median income is the statistical midpoint for the range of salaries in a specific occupation. It is very unlikely that a median salary will reflect an entry-level salary. It represents what you would earn if you were paid more money than half the workers in an occupation, and less than half the workers in an occupation. It may give you a basis to estimate what you might earn at some point if you enter this career. Grand Canyon University can make no guarantees on individual graduates’ salaries. Your employability will be determined by numerous factors over which GCU has no control, such as the employer the graduate chooses to apply to, the graduate’s experience level, individual characteristics, skills, etc. against a pool of candidates.