---
title: "Reading achievement in under-resourced K–2 students before, during, and after COVID-19 disruptions"
id: "pubmed-42605168"
canonical_url: "https://medichelpline.com/clinical-feed/pubmed-42605168"
content_type: "clinical_feed_article"
specialty: "Pediatrics"
source_name: "PubMed / NCBI"
source_url: "https://pubmed.ncbi.nlm.nih.gov/42605168/"
doi: "10.1093/chidev/aacag146"
published_at: "2026-08-29T00:00:00.000Z"
evidence_level: "Journal Article"
license: "CC-BY-NC-4.0 / Informational Use"
---
# Reading achievement in under-resourced K–2 students before, during, and after COVID-19 disruptions
## Provenance & Clinical Metadata
- **Canonical URL:** https://medichelpline.com/clinical-feed/pubmed-42605168
- **Specialty:** [Pediatrics](https://medichelpline.com/clinical-feed/pediatrics.md)
- **Primary Source:** PubMed / NCBI
- **Source URL:** [Original Journal Publication](https://pubmed.ncbi.nlm.nih.gov/42605168/)
- **DOI:** [10.1093/chidev/aacag146](https://doi.org/10.1093%2Fchidev%2Faacag146)
- **Published At:** 2026-08-29T00:00:00.000Z
- **Evidence Rating:** Journal Article
## Executive GIST (TL;DR)
- This large longitudinal study followed 236,701 kindergarten through second-grade students across five academic years (2019–2024) to examine changes in early **reading** performance associated with COVID-19 educational disruptions. - Sample demographics: 48.7% female and 69.8% Latine; students were from under-resourced settings in a single large school district. - Remote instruction during the 2020–2021 academic year was associated with lower baseline reading performance and reduced growth compared with the pre-COVID (2019–2020) cohort. - Reading scores improved after the return to in-person instruction; overall growth resumed once students were back in school. - Kindergarten students who experienced remote instruction during the pandemic demonstrated recovery in **reading achievement** by the second grade, performing as well as or better than pre-pandemic peers. - The study also examined school-level support services across 467 schools and linked greater district investments in learning and well-being with the potential for recovery, though specific support details were not reported in the abstract. - Authors conclude that early reading skill recovery is possible after mass instructional disruptions and that sustained school-level supports may facilitate rebound. - Conflict of interest: None declared. DOI: 10.1093/chidev/aacag146. Article published in Child Development, 2026.
## Clinical Analysis & Structured Key Points
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more resources ](https://pubmed.ncbi.nlm.nih.gov/42605168/#linkout) Title & authors Abstract Plain language summary Conflict of interest statement Similar articles MeSH terms Related information Grants and funding LinkOut - more resources Child Dev Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Child+Dev%22%5Bjour%5D&sort=date&sort_order=desc) * [ Search in NLM Catalog ](https://www.ncbi.nlm.nih.gov/nlmcatalog?term=%22Child+Dev%22%5BTitle+Abbreviation%5D) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/42605168/) . 2026 Aug 29;97(5):1689-1703. doi: 10.1093/chidev/aacag146. # Reading achievement among under-resourced K-2 students before, during, and after COVID-19 educational disruptions [Alyssa R Palmer](https://pubmed.ncbi.nlm.nih.gov/?term=Palmer+AR&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States.")[ 2 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-2 "Department of Psychology, College of Social and Behavioral Science, The University of Utah, Salt Lake City, United States."), [Patricia Tan](https://pubmed.ncbi.nlm.nih.gov/?term=Tan+P&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States.")[ 3 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-3 "Center for the Study of Healthcare Innovation, Implementation and Policy, Veteran Affairs Greater Los Angeles Healthcare System, Los Angeles, United States."), [Hilary J Aralis](https://pubmed.ncbi.nlm.nih.gov/?term=Aralis+HJ&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States.")[ 4 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-4 "Public Health Sciences, School of Medicine, University of California Davis, Sacramento, United States."), [Naomi C Edwards](https://pubmed.ncbi.nlm.nih.gov/?term=Edwards+NC&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States."), [Sheryl H Kataoka](https://pubmed.ncbi.nlm.nih.gov/?term=Kataoka+SH&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States."), [Alison Wood](https://pubmed.ncbi.nlm.nih.gov/?term=Wood+A&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States."), [Janet Hwang](https://pubmed.ncbi.nlm.nih.gov/?term=Hwang+J&cauthor_id=42605168)[ 5 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-5 "David Geffen School of Medicine, University of California Los Angeles, Los Angeles, United States."), [Roya Ijadi-Maghsoodi](https://pubmed.ncbi.nlm.nih.gov/?term=Ijadi-Maghsoodi+R&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States.")[ 3 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#full-view-affiliation-3 "Center for the Study of Healthcare Innovation, Implementation and Policy, Veteran Affairs Greater Los Angeles Healthcare System, Los Angeles, United States.") Affiliations Expand ### Affiliations * 1 Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States. * 2 Department of Psychology, College of Social and Behavioral Science, The University of Utah, Salt Lake City, United States. * 3 Center for the Study of Healthcare Innovation, Implementation and Policy, Veteran Affairs Greater Los Angeles Healthcare System, Los Angeles, United States. * 4 Public Health Sciences, School of Medicine, University of California Davis, Sacramento, United States. * 5 David Geffen School of Medicine, University of California Los Angeles, Los Angeles, United States. * PMID: **42605168** * DOI: [ 10.1093/chidev/aacag146 ](https://doi.org/10.1093/chidev/aacag146) Free article Item in Clipboard # Reading achievement among under-resourced K-2 students before, during, and after COVID-19 educational disruptions Alyssa R Palmer et al. Child Dev. 2026. Free article Show details Display options Display options Format Abstract PubMed PMID Child Dev Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Child+Dev%22%5Bjour%5D&sort=date&sort_order=desc) * [ Search in NLM Catalog ](https://www.ncbi.nlm.nih.gov/nlmcatalog?term=%22Child+Dev%22%5BTitle+Abbreviation%5D) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/42605168/) . 2026 Aug 29;97(5):1689-1703. doi: 10.1093/chidev/aacag146. ### Authors [Alyssa R Palmer](https://pubmed.ncbi.nlm.nih.gov/?term=Palmer+AR&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States.")[ 2 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-2 "Department of Psychology, College of Social and Behavioral Science, The University of Utah, Salt Lake City, United States."), [Patricia Tan](https://pubmed.ncbi.nlm.nih.gov/?term=Tan+P&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States.")[ 3 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-3 "Center for the Study of Healthcare Innovation, Implementation and Policy, Veteran Affairs Greater Los Angeles Healthcare System, Los Angeles, United States."), [Hilary J Aralis](https://pubmed.ncbi.nlm.nih.gov/?term=Aralis+HJ&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States.")[ 4 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-4 "Public Health Sciences, School of Medicine, University of California Davis, Sacramento, United States."), [Naomi C Edwards](https://pubmed.ncbi.nlm.nih.gov/?term=Edwards+NC&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States."), [Sheryl H Kataoka](https://pubmed.ncbi.nlm.nih.gov/?term=Kataoka+SH&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States."), [Alison Wood](https://pubmed.ncbi.nlm.nih.gov/?term=Wood+A&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States."), [Janet Hwang](https://pubmed.ncbi.nlm.nih.gov/?term=Hwang+J&cauthor_id=42605168)[ 5 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-5 "David Geffen School of Medicine, University of California Los Angeles, Los Angeles, United States."), [Roya Ijadi-Maghsoodi](https://pubmed.ncbi.nlm.nih.gov/?term=Ijadi-Maghsoodi+R&cauthor_id=42605168)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-1 "Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States.")[ 3 ](https://pubmed.ncbi.nlm.nih.gov/42605168/#short-view-affiliation-3 "Center for the Study of Healthcare Innovation, Implementation and Policy, Veteran Affairs Greater Los Angeles Healthcare System, Los Angeles, United States.") ### Affiliations * 1 Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles, Los Angeles, United States. * 2 Department of Psychology, College of Social and Behavioral Science, The University of Utah, Salt Lake City, United States. * 3 Center for the Study of Healthcare Innovation, Implementation and Policy, Veteran Affairs Greater Los Angeles Healthcare System, Los Angeles, United States. * 4 Public Health Sciences, School of Medicine, University of California Davis, Sacramento, United States. * 5 David Geffen School of Medicine, University of California Los Angeles, Los Angeles, United States. * PMID: **42605168** * DOI: [ 10.1093/chidev/aacag146 ](https://doi.org/10.1093/chidev/aacag146) Item in Clipboard Full text links Cite Display options Display options Format Abstract PubMed PMID ## Abstract COVID-19 disrupted early reading development, especially for under-resourced students. Few studies have evaluated early reading skill recovery after the return to in-person instruction. This study tracked reading achievement among 236,701 kindergarten through second-grade students from the academic year 2019-2020 to 2023-2024 (48.7% female; 69.8% Latine). Children had lower reading performance and less growth during remote instruction (2020-2021) compared with the pre-COVID cohort. Reading scores improved once in-person learning resumed. Kindergarten students who experienced remote instruction during COVID-19 demonstrated reading achievement recovery by the second grade. We also assessed if increased school-level (N = 467) support services were related to reading skill growth. Results demonstrated that early reading skill recovery is possible after mass disruptions. **Keywords:** COVID-19; early development; reading. ## Plain language summary This study examined how young children's reading skills changed before, during, and after COVID-19 in a large school district. We followed over 236,000 students from kindergarten through second grade during the 2019 to 2024 school years. Reading scores dropped, and children learned more slowly during COVID-19 remote instruction (2020–2021). This disruption affected kindergarteners the most. Once students returned to in-person school, their reading skills steadily improved. Children in kindergarten during COVID-19 school disruptions performed as well as or better than pre-pandemic students by the second grade. Overall, the findings show that early reading skills can rebound after major disruptions, especially in the context of strong district investments in learning and well-being. © The Author(s) 2026. Published by Oxford University Press on behalf of the Society for Research in Child Development. [PubMed Disclaimer](https://pubmed.ncbi.nlm.nih.gov/disclaimer/) ## Conflict of interest statement Conflicts of interest: None declared. ## Similar articles * [ Chronic absenteeism in Canadian kindergarten classes, pre- and post-COVID-19, and its association with concurrent developmental vulnerability. ](https://pubmed.ncbi.nlm.nih.gov/42296091/) Reid-Westoby C, Duku E, Gaskin A, Janus M.Reid-Westoby C, et al.PLoS One. 2026 Jun 15;21(6):e0345192. doi: 10.1371/journal.pone.0345192. eCollection 2026.PLoS One. 2026.PMID: 42296091Free PMC article. * [ Early Academic Achievement Among American Low-Income Black Students from Immigrant and Non-Immigrant Families. ](https://pubmed.ncbi.nlm.nih.gov/26048254/) Calzada E, Barajas-Gonzalez RG, Dawson-McClure S, Huang KY, Palamar J, Kamboukos D, Brotman LM.Calzada E, et al.Prev Sci. 2015 Nov;16(8):1159-68. doi: 10.1007/s11121-015-0570-y.Prev Sci. 2015.PMID: 26048254Free PMC article.Clinical Trial. * [ Differential return on investment: Academic growth in mathematics and reading based on initial performance. ](https://pubmed.ncbi.nlm.nih.gov/34913476/) Rambo-Hernandez KE, Makel MC, Peters SJ, Worley C.Rambo-Hernandez KE, et al.Br J Educ Psychol. 2022 Sep;92(3):817-842. doi: 10.1111/bjep.12479. Epub 2021 Dec 16.Br J Educ Psychol. 2022.PMID: 34913476 * [ Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review. ](https://pubmed.ncbi.nlm.nih.gov/37131926/) Dietrichson J, Filges T, Seerup JK, Klokker RH, Viinholt BCA, Bøg M, Eiberg M.Dietrichson J, et al.Campbell Syst Rev. 2021 Apr 6;17(2):e1152. doi: 10.1002/cl2.1152. eCollection 2021 Jun.Campbell Syst Rev. 2021.PMID: 37131926Free PMC art
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