This quantitative study was designed to investigate whether a relationship existed between reading achievement and instructional modality during the COVID-19 pandemic. In the fall of 2020, school districts developed return-to-school plans that outlined if they would provide in-person, hybrid, or remote instruction to students following the state mandated closure of schools. The central question being addressed was whether or not the modality of instruction during the 2020-2021 school year made a difference in reading achievement scores in third grade. Using publicly available school district achievement data from the Ohio Department of Education, a multivariate analysis of variance (MANOVA) procedure was conducted. Research concerning learning and development factors, existing achievement gaps, and remote learning challenges was used to develop the hypothesis that districts who were fully remote for the 2020- 2021 school year would have significantly lower student achievement scores than those that were in-person. Findings from this analysis revealed significant associations between instructional modality groups in the overall district data (p < 0.001), the White population (p = 0.029), and economically disadvantaged population (p < 0.001). Implications for school leaders highlights the need for continued progress monitoring and developing a strong multi-tiered system of support to meet individual student needs. Further research is recommended to investigate long-term implications of remote learning during the pandemic, qualitative factors, and an inclusion of mathematics achievement over time. [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.]