The COVID-19 global pandemic caused the education world to shift to distance learning. Before then, technology usage in the classroom showed minimal implementation and surfaced level approaches. The shift to distance learning caused students to rely on parents and their home environment to continue learning. For many students, this expands barriers to learning that already existed. In this study, a quantitative research design aimed to provide insight on the impact distance learning during the pandemic school closures had on literacy proficiency in primary grade students. Numerical data from the DIBELS Next literacy screener administered to students in primary grades was used in an attempt to determine the significance of school closures, distant learning and reading achievement. Various studies report the pandemic school closures impact on literacy proficiency with students who participate in standardize testing however, a knowledge gap exists within the research identifying the impact in literacy achievement in primary grade students. The framework expounds on early literacy development, the importance of foundational skills in reading fluency, learning loss, and distance learning. The present study may increase awareness concerning early literacy development and the literacy achievement gaps in primary grade students. [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.]