Learning to read is essential, especially for our youngest learners, as the foundational skills for learning to read can determine the future success of our students. The disruptions to learning from the COVID-19 pandemic have affected education. Researchers are still working to understand the depth of learning loss students have experienced. However, in order to understand full recovery, we need to understand more fully and have a clearer picture of what learning loss looks like for our students. Hence, the purpose of this study was to examine carefully changes in elementary students' reading scores throughout the COVID-19 pandemic and beyond, along with finding a correlation between changes in student reading outcomes and teacher proficiency scores from required teacher professional development. This study employed a quantitative descriptive research design using students' Acadience Reading scores as well as teachers' proficiency scores from the first year of LETRS professional development. The analysis used included a descriptive longitudinal trend analysis and correlational analysis illuminating several key findings. Evidence from this study shows that even 3 years after the onset of the pandemic, fewer students are meeting reading benchmark standards after COVID-19 even as of 2023, compared to before the onset of the pandemic. In addition, kindergarten students who are beginning school after the onset of COVID-19 are entering below the typical reading levels of their peers in previous years. Finally, findings from this study provide evidence of a weak to borderline moderate correlation between teacher performance in required professional development and student reading outcomes for K-3 elementary students in a Utah public elementary school. The results of this study point to a need for additional support, strategies, and resources that can help teachers effectively address and target COVID-19 learning loss, as well as help them improve their knowledge and skill set around teaching reading. [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.]