The COVID-19 pandemic provided an opportunity to explore how different modes of learning may impact student achievement. Little research has been conducted regarding how the pandemic may have affected students' reading skills. The problem addressed in this study was that the effects of varying and inconsistent learning environments for Title I K-2 students on reading skills during the COVID-19 pandemic were not understood. The purpose of this quantitative, comparative, archival study was to determine to what extent the reading skills of K-2 students in Title I urban public schools changed during the COVID-19 pandemic, depending on the learning modality the parents selected (remote learning only vs. blended learning only). The conceptual framework for this study was the constructivist learning theory, specifically Piaget's cognitive development theory and Vygotsky's sociocultural development theory. The participants in this study included test records for kindergarten, first-grade, and second-grade students in six Title I public school districts. The Rasch Unit Score of the Northwest Evaluation Association measures for reading skills, administered to students in Fall 2020 and Spring 2021, provided the data for this study. No significant differences in the scores of students in remote learning versus those in blended learning were found. The principles of emergency remote teaching should be used when providing education during a crisis. Future researchers may consider increasing the sample size for each grade level and adding grade levels for similar comparisons to include Grades 3-5, 6-8, and 9-12. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]