The COVID-19 pandemic has caused countries to lockdown. Like all other affected sectors, educational institutions have also been affected and closed to sustain the spread of the virus. With this situation, the Department of Education adopted the Basic Education Learning Continuity Plan and implemented the Modular Distance Learning (MDL) modality to continue education despite the pandemic. Printed distance learning modality was implemented where Self-Learning Modules are used as a medium of instruction. This modality brought a significant challenge to teachers and learners, especially in teaching reading in the lower grades. This study aimed to understand teachers' role in reading instruction in Kindergarten to Grade III during Modular Distance Learning (MDL). This study found out that Modular Distance Learning affects teachers' role in reading instruction given the learners' learning style at this stage, the reading skills to be mastered, and the current learning modality. Teachers now become the facilitators of reading instruction in this modality, while learners' parents or guardians become direct reading teachers. Therefore, parents or guardians must master reading skills. There is a collaboration between teachers and parents or guardians to implement reading instruction in modular distance learning effectively. The researcher recommended that teachers provide appropriate reading instruction assistance to the parents and appropriate reading materials and interventions.