Master’s in Reading: Elementary Education Emphasis
Explore How to Teach Reading Education in K-8 Classrooms
Literacy is the foundation of learning and the key toward accessing opportunities in life, and all students deserve the opportunity to benefit from rich and varied reading experiences.1 However, many students require extra guidance from literacy specialists and interventionists. The Master of Arts in Reading with an Emphasis in Elementary Education at Grand Canyon University may enhance the ability of active teachers to deliver reading instruction for K-8 students. By embracing best practices in teaching reading in elementary education, you may be empowered to promote fair access to literacy for diverse student populations. Please note this program does not include student teaching experience needed for initial licensure. Fill out the form on this page to speak to a university counselor who can help you better understand if this program fits your needs.
This master’s degree in reading is offered through the College of Education. It aligns with the standards established by the International Literacy Association. This online master’s in reading combines coursework with observational and practice-based learning experiences.
Earn a Master’s in Reading: Elementary Education Emphasis From GCU
This reading education degree program is designed to explore best practices in supporting literacy in collaborative settings. You will be taught to apply advanced theories in corrective reading strategies and instructional methods. In addition, you will explore how to encourage the development and maintenance of literacy-rich environments, and the integration of literacy across curricular areas.
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Reading Education Coursework and Topics Covered
The curriculum for this master’s degree in reading with an emphasis in elementary education is designed to provide a comprehensive survey of literacy — from reading assessments to instructional methods and beyond. You can expect to explore subject areas such as:
- Methods of engaging learners of diverse backgrounds and skill levels
- Planning, developing and evaluating reading curricula
- Leadership models for the promotion of literacy
- Evidence-based best practices in reading and writing processes
- Brain-based learning with neuroscience
- Effective communication strategies for young students
- Advanced assessment systems and data interpretation at the school and district levels
- The role of advocacy in literacy leadership
This master’s in reading program includes a practicum/field experience component, which is designed to provide reading specialist and literacy coach candidates with hands-on experience. During your practicum/field experience you will:
- Conduct research and analysis for a Literacy Work Sample (LWS)
- Design and implement literacy intervention instruction
- Coach other teachers in best practices for student learning improvement
The master’s in reading program requires all applicants to have access to a K-8 classroom to complete the program assignments. In addition, you must submit a copy of your current teaching license. Alternatively, you may submit documentation proving a minimum of one year of teaching experience. You are required to obtain any necessary licenses, certifications or endorsements from the state in which you plan to teach. Visit the admissions page for more information on GCU’s admission requirements.
Career Paths for Master’s in Reading Graduates
A master’s in teaching reading in elementary education may prepare you to pursue a potential career helping young children experience the joys of reading. With advanced competencies in literacy and elementary education, you may be positioned to pursue work in the following settings:3
- Public, private and charter schools
Many graduates with this academic specialization could work in the classroom as elementary, middle school or secondary school teachers. However, other positions may become available where you may find yourself performing the following duties:4
- Supplement classroom learning with one-on-one teaching or coaching
- Use reading intervention methods to assess and improve reading and literacy skills
- Small group mediation to help improve reading abilities
- Lead education institutions
GCU Offers Institutionally Accredited Teaching Programs
This master's in reading elementary education program has earned full accreditation by the Association for Advancing Quality in Educator Preparation (AAQEP). This accreditation underscores the program's commitment to teacher preparation excellence. It attests to both the high-quality curriculum and the effectiveness in nurturing educators dedicated to continuous growth. In addition, Grand Canyon University has been fully accredited by the Higher Learning Commission (HLC) since 1968. This recognition showcases GCU’s commitment to maintaining and elevating the standards that make it a trusted choice for aspiring elementary education professionals.
Master’s in Reading: Elementary Education Emphasis FAQs
Explore the following frequently asked questions and answers to get more information about becoming a teacher who specializes in teaching reading to elementary students.
A reading teacher specializes in working with students who are having trouble acquiring reading fluency.5 These teachers must be able to use a variety of assessment tools to identify the source of the problem, and then tailor their instructional methods to suit the unique needs of the individual student. As such, flexibility and adaptability are important. Reading teachers can also benefit from:6
- Patience
- Creativity
- A positive, enthusiastic attitude
- Compassion
- Excellent communication skills
There are different paths toward pursuing a teaching profession, and the steps often depend on state licensure requirements. Before getting started, you should research the licensure or certification requirements for the state in which you plan to work. In general, however, you will typically need to earn a bachelor’s degree in education that leads to initial teacher licensure. You should then plan on obtaining your teaching license or certification and gain some work experience. Then, enroll in a master’s in reading or literacy program. Some states may require you to obtain certification as a reading specialist.5
You will be taught effective strategies for teaching reading skills as you earn a master's in reading. There is a broad range of instructional methodologies and approaches that a reading specialist may use to teach reading skills. Before getting started with a new school year or semester, it’s important for reading teachers to assess their individual students’ reading comprehension. Then, they’ll choose appropriate reading materials based on students’ literacy skills and maturity level. It’s a good idea to choose reading materials that the students are more likely to find interesting and engaging. In some cases, it’s helpful to build background knowledge, such as about historical topics discussed in the reading materials. Professionals who focus on teaching reading may have students practice working in groups as well as on their own. For example, practice-based activities designed to enhance information processing and promote literacy skills are favorable tools used by reading teachers.7
Reading specialists may be referred to by various titles, including Title I reading teachers, reading resource teachers, literacy coaches and coordinators.8 These professionals provide one-on-one or small group diagnostic, prescriptive teaching of reading and work closely with educators to enhance reading and communication skills.8
Literacy is the foundation of education and a necessary starting point for all sorts of opportunities in life.1 If you’re passionate about literacy and about giving children a firm foundation for their future, apply today for enrollment in GCU’s online master’s in reading program.
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 licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).
1 World Literacy Foundation (n.d.). Why literacy. Retrieved Oct. 9, 2023.
2 Excluding observational and practice-based experiences, and student teaching.
3 U.S. Bureau of Labor Statistics (2023, Sept. 6). Kindergarten and elementary school teachers: work environment. Occupational Outlook Handbook. Retrieved Oct. 9, 2023.
4 Indeed (2022, August 11). 10 careers for those with a master’s degree in literacy. Retrieved Oct. 9, 2023.
5 Learn.org (n.d.). How to Become a Reading Teacher in 5 Steps. Retrieved on Oct. 13, 2023.
6 U.S. Bureau of Labor Statistics (2023, Sept. 6). Kindergarten and elementary school teachers: How to Become a Kindergarten or Elementary School Teacher. Occupational Outlook Handbook. Retrieved Dec. 6, 2023.
7 Levy, S. (n.d.). How to teach reading skills. Busy Teacher. Retrieved Oct. 9, 2023.
8 Law Insider (n.d.). Reading Specialist definition. Retrieved on Oct. 13, 2023.
Core Courses
Course Description
This course is designed to prepare students for the graduate learning experience at Grand Canyon University. Students have opportunities to develop and strengthen the skills necessary to succeed as graduate students in the College of Education. Emphasis is placed on utilizing the tools for graduate success.
Course Description
This course provides an introduction to applied research in education across the major quantitative, qualitative, and action research traditions. Coursework focuses on understanding the research process and its integrated components to foster knowledge in navigating research reports and projects. Research designs and data analysis options are also explored.
Course Description
This course focuses on brain research (from neuroscience to the behavioral and cognitive sciences) that relates to teaching and learning and suggests ways that brain research can be translated into instructional practices within organizational settings. Candidates will examine the inner workings of the brain and the effect on learning, memory, and transfer. Specifically, the course explores the body of knowledge that represents the application of brain research to instructional practice, and how knowledge about the human brain can affect the curricular, instructional, and assessment decisions that the candidates make every day. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Reading/Literacy specialist candidates survey the theoretical and evidence-based foundations of reading and writing processes and instruction. This survey includes an exploration of historical through current reading and writing development, processes, and components. Reading/literacy specialist candidates are introduced to ethical and professional roles. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Reading/Literacy specialist candidates survey a variety of assessment tools and related practices. This survey prepares the reading/literacy specialist to use assessment results to plan and evaluate effective reading and writing instruction that optimizes student learning. In addition, the reading/literacy specialist candidates develop effective communication techniques. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-500.
Course Description
Reading/literacy specialist candidates engage in advanced studies of assessment systems to develop, select, and interpret data at the building and district level. This advanced study of assessment information is used to plan and evaluate curriculum and instruction at the building and district level. In addition, the reading/literacy specialist candidates communicate assessment results to a variety of audiences. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-510. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-510.
Course Description
Reading/Literacy specialist candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. Students will examine schoolwide collaboration as well as advocate for establishing a literate classroom to meet diverse learning needs . Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-515 or REA-522.
Course Description
Reading specialist/literacy coach candidates survey professional learning and leadership models for promoting literacy. emphasizing positive dispositions, individual and collaborative learning, the ability to design and evaluate professional learning experiences, the importance of advocacy, and a need for knowledge about adult learning and school leadership. From this survey, reading specialist/literacy coach candidates demonstrate and facilitate professional learning and leadership as a career-long effort and responsibility. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-550.
Course Description
Reading/Literacy specialist candidates survey instructional approaches and materials that support student learning in reading and writing. This survey prepares the reading/literacy specialist candidates to design an integrated, comprehensive, and balanced curriculum. Practicum/field experience hours: 10. Fingerprint clearance required. Practicum/field experience hours: 10. Fingerprint clearance required.
Course Description
Reading specialist/literacy coach candidates engage in advanced studies of instructional approaches and materials at the building and district level that support student learning in reading and writing across content areas. From this advanced study, the reading specialist/literacy coach candidates design an integrated, comprehensive, and balanced curriculum. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-520.
Course Description
The practicum experience requires reading specialist/literacy coach candidates to implement literacy intervention instruction that is designed to meet the specific needs of students and engage in research and analysis to support compilation and creation of a Literacy Work Sample (LWS). In addition, the candidates coach and provide support to other teachers to think reflectively about improving student learning and implementing various instructional practices. Practicum/field experience hours: 75. Fingerprint clearance required. Prerequisite: REA-540.
- 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
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.
Grand Canyon University’s evening programs cater to the demands of working professionals who prefer an in-person learning environment. Our night classes meet just once per week and offer the interaction and discussion of a typical college classroom.