Learning to read is a primary task of students at the beginning of their elementary years. For some students, learning to read is a struggle. Support for struggling students often comes from reading specialists who can provide further support beyond the classroom through Title I services. Support has not been consistent since March 2020, due to the COVID-19 pandemic. School districts closed for some time, provided virtual learning to students, and some hybrid options. The purpose of this mixed methods study is to provide information on the relationship of the COVID-19 pandemic to possible reading loss among Title I students compared to non-Title I peers. The theoretical framework used in designing this study includes Vygotsky's (1978) sociocultural theory of cognitive development and Maslow's (1943) hierarchy of needs. The research questions were used to explore reading specialists' perceptions of the impact of COVID-19 school closures and virtual learning on already identified struggling readers at the elementary level, and to identify learning gaps resulting from COVID-19 school closures. Additionally, the research questions sought to determine if there was a significant difference in student achievement between students who did and did not receive additional instruction from a Title I Reading Specialist. The design of the study collected student data based on district reading assessments and teacher perceptions through surveys and interviews. A data discussion of the findings would be beneficial for school leaders who continue to work with the students included in this study as well as those in younger grades. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]